ااثربخشی برنامه آموزش جرأت‌ورزی به روش شناختی-رفتاری بر عزت‌نفس و خودپنداره تحصیلی نوجوانان پسر قربانیِ قُلدری

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران.

2 دانشیار، گروه روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران.

3 دانشیار، گروه علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران.

4 دانشیار، گروه روانشناسی بالینی، دانشگاه سمنان، سمنان، ایران.

10.22123/chj.2019.163723.1211

چکیده

مقدمه: امروزه قربانی شدن نوجوانان به عنوان یکی از مهم­ترین آسیب‌های اجتماعی در مدارس می‌باشد. لذا هدف از پژوهش حاضر تعیین اثربخشی برنامه آموزش جرأت‌ورزی به روش شناختی-رفتاری بر عزت‌نفس و خودپنداره تحصیلی نوجوانان قربانیِ قُلدری بود.
مواد و روش‌ها: جامعه آماری شامل دانش‌آموزان پسر 14 تا 17 ساله مدارس دولتی شهر تهران در سال تحصیلی 98-97 بود. تعداد 40 نفر (20 نفر گروه کنترل و 20 نفر گروه آزمایش) به روش تصادفی در دو گروه آزمایش و کنترل گمارده شدند. با بهره‌گیری از یک طرح آزمایشی پیش‌آزمون-پس‌آزمون و پیگیری یک‌ماهه با گروه کنترل، دانش‌آموزان ابتدا پرسشنامه‌های قربانی Harter، عزت‌نفس روزنبرگ و خودپنداره تحصیلی را تکمیل کردند و سپس کاربندی آزمایشی آموزش جرأت‌ورزی به شیوه شناختی-رفتاری در 8 جلسه بر روی گروه آزمایش اجرا و بعد از اتمام جلسات پس‌آزمون برای هر دو گروه ارائه شد. پس از آن پیگیری یک‌ماهه به اجرا درآمد. برای تحلیل داده‌ها از روش تحلیل واریانس با اندازه‌گیری‌های تکراری استفاده شد.
یافته‌ها: نتایج نشان دادکه برنامه آموزشی جرأت‌ورزی به شیوه شناختی-رفتاری بر عزت‌نفس (918/6=F و 003/0=p) و خودپنداره تحصیلی (489/6=F و 003/0=p) بین دو گروه در سه مرحله ارزیابی تفاوت معنی‌داری ایجاد کرده است. به این معنی که آموزش شناختی-رفتاری جرأت‌ورزی باعث ارتقای عزت‌نفس و خودپنداره تحصیلی قربانیان قلدری شد.
نتیجه‌گیری: بر اساس نتایج می‌توان گفت آموزش جرأت‌ورزی به شیوه شناختی-رفتاری بر عزت‌نفس و خودپنداره تحصیلی نوجوانان 14 تا 17 ساله اثربخش بوده و می‌توان از آن جهت ارتقای مهارت‌های ابراز وجود نوجوانان استفاده کرد. آگاهی والدین، معلمان، مدیران و سایر متخصصان از این آموزش‌ها حائز اهمیت است.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of a Cognitive-Behavioral Approach to Assertiveness Training on the Self-Esteem and School Self-Concept of Adolescent Boy Victims of Bullying

نویسندگان [English]

  • A Akbari balootbangan 1
  • S Talepasand 2
  • AM Rezaei 3
  • I Rahimian boogar 4
1 1- Ph.D. Student, Dept. of Educational Psychology, Semnan University, Semnan, Iran.
2 Associate prof, Dept. of Psychology and Educational Science Semnan University, Semnan, Iran.
3 3- Associate prof, Dept. of Educational Psychology, Semnan University, Semnan, Iran.
4 Associate prof, Dept. of Clinical Psychology, Semnan University, Semnan, Iran.
چکیده [English]

Introduction: Today, the victimization of teenagers in schools is one of the most important social harms in schools. Therefore, the purpose of this study was to determine the effectiveness of cognitive-behavioral methods of assertiveness training on self-esteem and school self-concept among adolescent victims of bullying.
Materials and Methods: The statistical population included 14- to 17-year-old boy students in public schools in Tehran during the academic year 2018-19. A total of 40 subjects (20 in the control group and 20 in the experimental group) were randomly assigned to one of the two groups: experimental group and control group. Using a pilot, pre-test, post-test, and a one-month follow-up on the control group, Hartler's victimization and Rosenberg self-esteem and school self-concept questionnaires were completed. Then, experimental testing of assertiveness training was performed in eight sessions on the experimental group, and after the completion of the sessions the post-test was presented to both groups. Finally, a one-month follow-up was carried out. Analysis of repeated measurements was used for data analysis.
Results: The results showed that the cognitive-behavioral assertiveness training program made a significant difference in self-esteem (F=6.918 and p=0.003) and school self-concept (F=6.489 and p=0.003) between the two groups in the three stages of evaluation. This means that cognitive-behavioral assertiveness training helped bullying victims promote their self-esteem and self-concept.
Conclusion: Based on the results of this study, the cognitive-behavioral assertiveness training program was found to be effective on the self-esteem and school self-concept of adolescents aged 14 to 17 years. Therefore, it can be used to improve adolescents' skills. It is also important to inform parents, teachers, administrators and others professionals about the effectiveness of this kind of training.

کلیدواژه‌ها [English]

  • assertiveness training
  • Self-esteem
  • School Self-Concept
  • victim
  • Adolescent Boy
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