مقایسه اثربخشی آموزش ارتباط مؤثر و تفکر انتقادی بر خودتنظیمی هیجانی و اضطراب اجتماعی دانش‌آموزان دختر دوره دوم متوسطه شهرستان بجنورد در سال 1398

نوع مقاله : مقاله پژوهشی

نویسندگان

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

2 دانشیار، گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.

3 استادیار، گروه روانشناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران.

4 استادیار، گروه روانشناسی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران.

چکیده

مقدمه: تداوم روابط بین فردی سالم و پویا نیازمند یادگیری مهارت­های اجتماعی است. هدف پژوهش حاضر، مقایسه اثربخشی آموزش ارتباط مؤثر و تفکر انتقادی بر خودتنظیمی هیجانی و اضطراب اجتماعی دانش‌آموزان دختر دوره دوم متوسطه شهرستان بجنورد بود.
مواد و روش­ ها: پژوهش حاضر شبه­آزمایشی از نوع پیش‌آزمون، پس‌آزمون با گروه کنترل بود. جامعه آماری، کلیه دانش‌آموزان دختر دوره دوم متوسطه شهر بجنورد در سال تحصیلی 98-1397 بودند. با استفاده از روش نمونه‌گیری تصادفی خوشه­ای چندمرحله‌ای، 45 نفر انتخاب و به ‌طور تصادفی در سه گروه 15 نفره قرار گرفتند. گروه آزمایش، در 8 جلسه­ 90 دقیقه­ای (هفته­ای یک جلسه) آموزش مهارت­های ارتباط مؤثر و 8 جلسه­ 90 دقیقه­ای (هفته­ای یک جلسه) آموزش تفکر انتقادی شرکت کردند. در گروه کنترل مداخله­ای صورت نگرفت. پرسش­نامه‌های اضطراب اجتماعی نوجوانان LaGerca و همکاران (1998) و خودتنظیمی عاطفی Marschark و همکاران (2004) قبل و بعد از اجرای مداخله در مورد آن‌ها اجرا شد. داده‌ها با استفاده از آنالیز کوواریانس چندمتغیره تجزیه و تحلیل شد.
یافته ها: نتایج نشان داد در مقایسه درون‌گروهی، دو روش­ آموزش مهارت­های ارتباط مؤثر و آموزش تفکر انتقادی موجب افزایش خودتنظیمی هیجانی و کاهش اضطراب اجتماعی در مرحله پس­آزمون شدند (05/0p<) و بین اثربخشی این دو روش آموزشی تفاوت معنی­داری وجود نداشت (05/0p>).
نتیجه ­گیری: بنا بر نتایج پژوهش حاضر، می­توان آموزش مهارت­های ارتباط مؤثر و آموزش تفکر انتقادی را به عنوان روشی کارآمد در افزایش خودتنظیمی هیجانی و کاهش اضطراب اجتماعی دانش­آموزان دختر دوره دوم متوسطه دارای این مشکلات توصیه نمود.

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the Effectiveness of Effective Communication and Critical Thinking Training on Emotional Self-Regulation and Social Anxiety of Female High School Students in Bojnourd in 2019

نویسندگان [English]

  • B Ghodosian 1
  • T Sharifi 2
  • M Chorami 3
  • M Jajarmi 4
1 PhD student, Dept of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
2 Associate Prof, Dept of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
3 Assistant Prof, Dept of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
4 Assistant Prof, Dept of Psychology, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran.
چکیده [English]

Introduction: Maintaining a healthy and dynamic interpersonal relationship requires learning social skills. Therefore, this study aimed to compare the effectiveness of effective communication training and critical thinking on emotional self-regulation and social anxiety of female high school students in Bojnourd.
Materials and Methods: The research design was semi-experimental with pre- and post-test. The statistical population of the research included all the female second-period high school students in Bojnourd in the academic year of 2018-2019. 45 students were selected by cluster sampling method and assigned to three groups of 15 people (effective communication, critical thinking, and control). The experimental group participated in 8 sessions (one session per week, 90 minutes each) of communication skills training and 8 sessions (one session per week, 90 minutes each) of critical thinking training. The control group underwent no intervention. The Adolescent Social Sports Questionnaires of LaGerca et al. (1998) and the emotional self-regulation questionnaire of Marschark et al. (2004) were administered before and after the intervention. The design of the present study was pretest-posttest and follow-up with a control group. Data analysis was done by ANCOVA using SPSS software.
Results: The results of data analysis showed that the two methods of teaching effective communication skills and critical thinking training led to significant changes in emotional self-regulation and social anxiety in the post-test stage (p<0.05), and there was no significant difference in the effectiveness of these two educational methods (p> 0.05).
Conclusion: According to the results of the present study, teaching effective communication skills and teaching critical thinking can be recommended as effective ways to increase emotional self-regulation and reduce social anxiety in students with these problems.

کلیدواژه‌ها [English]

  • Communication Training
  • Critical Thinking
  • Emotional Self-Regulation
  • Social Anxiety
  • Students

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