اثربخشی آموزش مهارتهای اجتماعی مبتنی بر نظریه تیموتی کمپبل-کامرفورد بر خودپنداره تحصیلی و هیجانات تحصیلی دانشآموزان دختر دارای مشکلات رفتاری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.

2 استادیار، گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.

3 استاد، گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.

چکیده

مقدمه: دانش‍آموزان دارای مشکلات رفتاری، به دلیل خودپنداره تحصیلی ضعیف، اغلب قضاوت بسیار منفی نسبت به توانایی‍ها و ارزش‍های خود دارند و هیجانات تحصیلی منفی را تجربه می‍کنند. این امر لزوم ارائه آموزش‍های روان‌شناختی به این افراد را ضروری می‌سازد. پژوهش حاضر با هدف تعیین اثربخشی آموزش مهارت‍های اجتماعی مبتنی بر نظریهTimothy Campbell-Comorford بر خودپنداره تحصیلی و هیجانات تحصیلی دانش‍آموزان دختر دارای مشکلات رفتاری انجام شد.
مواد و روش‌ها: جامعه آماری این پژوهش آزمایشی دربرگیرنده کلیه دانش‍آموزان دختر دوره ششم ابتدایی شهر تبریز در سال تحصیلی 1399-1398 بود. تعداد 30 دانش‍آموز مطابق با نمره برش در مقیاس درﺟﻪﺑﻨﺪی مشکلات رفتاری Conners-فرم معلم و والدین، دارای مشکلات رفتاری تشخیص داده شدند و با روش نمونه‍گیری تصادفی خوشه‍ای چندمرحله‍ای انتخاب و به صورت تصادفی ساده در گروه‍های آزمایش و گواه (15 نفر در هر گروه) جایگزین شدند. گروه‍ها پرسش­نامه‍های خودپنداره تحصیلیYu  و Wang (2005) و هیجانات تحصیلی Pekrun و همکاران (2002) را تکمیل کردند. پس از اتمام 14 جلسه آموزش مهارت‍های اجتماعی مبتنی بر نظریه Timothy Campbell-Comorford (هفته‌ای دو جلسه) در گروه آزمایش، ابزارهای مذکور توسط گروه‍ها تکمیل شد. داده‌ها با استفاده از تحلیل کواریانس چند‍متغیره تحلیل شدند.
یافتهها: آموزش مهارت‍های اجتماعی مبتنی بر نظریه Timothy Campbell-Comorford موجب افزایش معنی­دار خودپنداره تحصیلی (047/0=p) گردید؛ گرچه این آموزش باعث کاهش هیجانات تحصیلی دانش‍آموزان دارای مشکلات رفتاری شد، ولی اختلاف بین دو گروه معنی دار نبود.    
نتیجه گیری: با توجه به تأثیر آموزش مهارت‍های اجتماعی مبتنی بر نظریه Timothy Campbell-Comorford بر افزایش خودپنداره تحصیلی استفاده از این رویکرد آموزشی توصیه می‌شود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of Social Skills Training based on Timothy Campbell-Comerford Theory on Academic Self-Concept and Academic Emotions of Students with Behavioral Problems

نویسندگان [English]

  • R Baghbanpour Azari 1
  • Sh Livarjani 2
  • SD Hosseini Nasab 3
1 PhD student, Dept of Educational Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
2 Assistant Prof, Dept of Educational Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
3 Professor, Dept. of Educational Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
چکیده [English]

Introduction: Due to their poor academic self-concept, students with behavioral problems often make very negative judgments about their abilities and values and experience negative academic emotions, which makes it necessary to provide them with psychological training. This study aimed to determine the effectiveness of social skills training based on Timothy Campbell-Comerford theory on academic self-concept and academic emotions of female students with behavioral problems.
Materials and Methods: The statistical population of this experimental research included all sixth-grade female students in Tabriz in the academic year 2019-2020. 30 students who were diagnosed as having behavioral problems based on the cutoff score in the Conners’ Behavioral Problem Rating Scale (the parent and teacher forms) were selected by multi-stage random cluster sampling and were randomly assigned to experimental and control groups (15 people in each group). Both groups completed the Liu & Wang (2005) Academic Self-Concept Questionnaire and Pekrun et al (2002) Achievement Emotions Questionnaire. Having attended 14 sessions of social skills training based on Timothy Campbell-Comerford (two sessions a week for 7 weeks) in the experimental group, the mentioned questionnaires were completed by the two groups. The results were analyzed using a multivariate analysis of covariance. 
 Results: Social skills training based on Timothy Campbell-Comerford increased academic self-concept significantly (p=0.047). Although the training reduced the academic emotions of students with behavioral problems, the difference between the two groups was not significant (p=0.050).
Conclusion: Since social skills training based on Timothy Campbell-Comerford increased academic self-concept and reduced academic emotions, it is recommended that this educational approach be applied.

کلیدواژه‌ها [English]

  • Education
  • social skills
  • Timothy Campbell-Comerford
  • academic self-concept
  • Academic Emotions
  • Behavioral problems
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