اثربخشی مشاوره شناختی - رفتاری گروهی بر خودکارآمدی تحصیلی و احساس تعلق به مدرسه در دانش آموزان دچار افت تحصیلی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار، گروه مشاوره، دانشگاه فرهنگیان، تهران، ایران

2 دانشیار گروه مشاوره، دانشگاه آزاد اسلامی، واحد خمین، خمین، ایران

3 استادیار، گروه مشاوره، دانشگاه آزاد اسلامی، واحد اراک، ایران.

4 کارشناس ارشد، گروه مشاوره، دانشگاه آزاد اسلامی، واحد اراک، ایران.

چکیده

مقدمه: با توجه به اینکه عدم احساس کارآمدی فردی و احساس تعلق به مدرسه از عوامل پیش‌بینی کننده افت تحصیلی در تحصیل به شمار می­رود، پژوهش حاضر باهدف تعیین اثربخشی مشاوره شناختی -رفتاری به شیوه گروهی برافزایش خودکارآمدی تحصیلی و احساس تعلق به مدرسه در دانش‌آموزان دچار افت تحصیلی انجام شد.
مواد و روش­ ها: روش پژوهش نیمه تجربی است. جامعه آماری این پژوهش شامل کلیه دانش‌آموزان دچار افت تحصیلی در مقطع راهنمایی شهرستان شهریار بودند. از این ‌بین، ۳۰ نفر با استفاده از روش نمونه‌گیری تصادفی انتخاب و به دو گروه ۱۵ نفری مداخله و کنترل تقسیم شدند. گروه مداخله ۱۵ ساعت تحت مشاوره گروهی شناختی -رفتاری قرار گرفتند. ابزارهای اندازه‌گیری عبارت بودند از: پرسشنامه خودکارآمدی Morgan, 1999) & Jinkes) و پرسشنامه احساس تعلق به مدرسه (Berry, Betty&Watts, 2004) . به‌منظور تجزیه‌وتحلیل داده­ها، از تحلیل کواریانس استفاده شد.
یافته­ ها: نتایج نشان داد بین گروه مداخله و کنترل تفاوت معنی­داری وجود دارد و مشاوره شناختی- رفتاری برافزایش خودکارآمدی تحصیلی و احساس تعلق به مدرسه مؤثر بوده است (0001/0p=).
نتیجه­ گیری: بر اساس نتایج می­توان به‌منظور ارتقای خودکارآمدی تحصیلی و همچنین افزایش احساس تعلق به مدرسه، از مشاوره شناختی -رفتاری به شیوه گروهی استفاده کرد.

کلیدواژه‌ها


عنوان مقاله [English]

Effectiveness of Group Cognitive Behavioral Counseling on Academic self-efficacy and Sense of Belonging to School in Students with Academic Failure

نویسندگان [English]

  • R Hamidipour 1
  • H Heydari 2
  • F Bahari 3
  • M Taghavi 4
1 Assistance prof, Dept of Counseling, Farhngian University, Tehran, Iran.
2 Associate prof, Dept of Counseling, Islamic Azad University, Komeyn, Iran.
3 Assistance prof, Dept of Counseling, Islamic Azad University, Arak, Iran.
4 MSc, Dept of Counseling, Islamic Azad University, Arak, Iran.
چکیده [English]

Introduction: Considering that the feelings of lack of individual self-efficacy and belonging to school are of the predictors of academic failure in education, the purpose of this research was to investigate the efficacy of the recognizable behavioral consultancy as the gregarious method on improving the educational self-efficacy and sense of school belonging among the students with educational failure.
 Materials and Methods: In this semi-experimental study, among all guidance school students with academic failure in Shahriar City, 30 students were selected using accidental sampling method. They were then divided into two groups of 15, experimental and control groups. The experimental group received the cognitive behavioral counseling for 15 hours. The measuring tools consist of the Berry, Betti and Watt’s scene of belonging survey and the Ginkez and Moorgan’s self-efficacy questionnaire both with reliable recognition.
Results: The results of this study indicated that cognitive behavioral counseling improved significantly the educational self-efficacy and the sense of school belonging (p=0.0001).
Conclusion: According to the results of the present study, cognitive group counseling therapy may increase academic self-efficacy and also promotes the sense of belonging to school in schoolchildren.

کلیدواژه‌ها [English]

  • Cognitive behavioral counseling
  • educational self-efficacy
  • Sense of school belonging
  • Educational failure
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