تأثیر آموزش مثبت‌اندیشی به شیوه گروهی بر شایستگی هیجانی- اجتماعی و کیفیت دوستی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی عمومی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه سمنان سمنان، ایران

2 استادیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

3 کارشناسی ارشد برنامه ریزی درسی، علوم تربیتی وروان‌شناسی بیرجند بیرجند ایران

4 کارشناسی ارشد آموزش بزرگسالان، دانشکده روان‌شناسی و علوم تربیتی دانشگاه تهران

5 کارشناسی ارشد مدیریت آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه سمنان سمنان، ایران

10.22091/jrim.2025.11528.1114

چکیده

این پژوهش با هدف بررسی تأثیر آموزش مثبت ­اندیشی به شیوه گروهی بر شایستگی هیجانی- اجتماعی و کیفیت دوستی دانش ­آموزان مقطع ابتدایی شهر بیرجند بود. روش پژوهش حاضر نیمه ­آزمایشی با طرح پیش آزمون- پس آزمون با گروه گواه بود. جامعه آماری پژوهش عبارت بود از تمامی دانش­ آموزان پسر پایه ششم ابتدایی شهر بیرجند که در سال تحصیلی 1403-1402 مشغول به تحصیل بودند. از میان جامعه آماری تعداد ۳۰ دانش­آموز به روش نمونه­ گیری در دسترس انتخاب، و همگی در قالب دو گروه آزمایش (۱۵) و گواه (۱۵) جایگزین شدند. گروه آزمایش به مدت ۱۰ جلسه ۵۰ دقیقه ­ای تحت آموزش مثبت­ اندیشی قرار گرفتند. به ­منظور جمع­آوری داده­های پژوهش از پرسش‌نامه شایستگی هیجانی- اجتماعی دانش ­آموز (Zu & Jessi, 2012) و پرسش‌نامه کیفیت دوستی (Zohrevand & Hijazi, 2001) استفاده شد. داده‌های پژوهش با استفاده از روش تحلیل کوواریانس تک‌متغیره و چندمتغیره مورد تجزیه‌وتحلیل قرار گرفت. نتایج نشان داد که آموزش مثبت ­اندیشی بر شایستگی هیجانی – اجتماعی و کیفیت دوستی اثر معناداری داشته است (۰۵/۰p<). به بیان دیگر؛ شایستگی هیجانی – اجتماعی و کیفیت دوستی در نتیجه آموزش مثبت ­اندیشی بهبود معناداری پیدا نموده است. با توجه به نتایج­ به ­دست‌آمده می­توان گفت که از جمله رویکردهای آموزشی سازنده در جهت بهبود و تقویت متغیرهای هیجانی- اجتماعی و ارتباطی، رویکرد آموزشی مثبت ­اندیشی است

تازه های تحقیق

هدف از اجرای این پژوهش اثربخشی آموزش مثبت ­اندیشی به شیوه گروهی بر شایستگی هیجانی- اجتماعی و کیفیت دوستی دانش‌آموزان پسر مقطع ابتدایی شهر بیرجند بود.

نتایج نشان داد که آموزش مثبت­ اندیشی بر شایستگی هیجانی- اجتماعی دانش‌­آموزان و تمامی مؤلفه­‌های (خودآگاهی، آگاهی اجتماعی، خودمدیریتی، مدیریت رابطه و تصمیم­‌گیری مسئولانه) آن اثربخش است.

نتیجه حاصل از تجزیه‌وتحلیل فرضیه دوم پژوهش نشان داد که آموزش مثبت ­اندیشی بر کیفیت دوستی آزمودنی­‌های دانش‌­آموزان اثربخش است. به بیان دیگر؛ کیفیت دوستی در نتیجه آموزش مثبت‌­اندیشی بهبود معناداری پیدا نموده است.

مثبت‌­اندیشی افراد را یاری می­کند تا با تمرکز و تقویت توانمندی‌ها، ارزش و اعتبار خود را بهتر درک نموده و برای حفظ آن به اصلاح کاستی­‌ها و جنبه‌­های منفی رفتار و زندگی خود بپردازند.

کلیدواژه‌ها

عنوان مقاله [English]

Effectiveness of Group Positive Thinking Training on Social-Emotional Competence and the Friendship Quality among Male Students

نویسندگان [English]

  • Farzane Madah 1
  • Amir sabzipour 2
  • Seyyedmahdi Hossini 3
  • Zahra Gavahi 4
  • Najmeh Mohamadi hazaveh 5
1 Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran.
2 Department of Education, Payame Noor University, Tehran, lran
3 Department of Education, Faculty of Educational Sciences and Psychology, Birjand University, Birjand, Iran.
4 Department of Education, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran,
5 Department of Education, Faculty of Educational Sciences and Psychology, Semnan University, Semnan,
چکیده [English]

This study aimed to investigate the effectiveness of group positive thinking training on social-emotional competence and the quality of friendship among primary school students in Birjand city. The method of the current research was semi-experimental with a pre-test-post-test design as well as with a control group. The statistical population of the research consisted of all the male students of the sixth grade of Birjand city who were studying in the academic year of 2023-2024. Among the statistical population, 30 students were selected by the available sampling method, and all of them were replaced in the form of two experimental (15) and control (15) groups. The experimental group underwent positive thinking training for ten 50-minute sessions. The Social-Emotional Competence questionnaire (Zu and Jessi, 2012) and the Friendship Quality questionnaire (Zohrevand and Hijazi, 2001) were used to collect research data. The data were analyzed using univariate and multivariate analysis of covariance. The results showed that group positive thinking training had a significant effect on social-emotional competence and friendship quality (p<0.005). In other words, social-emotional competence and friendship quality improved significantly because of group positive thinking training. According to the obtained results, one of the constructive educational approaches to improve and strengthen the emotional-social and communication variables is the positivist educational approach

کلیدواژه‌ها [English]

  • positive thinking training
  • social-emotional competence
  • quality of friendship
  • male students

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  • تاریخ دریافت: 02 آبان 1403
  • تاریخ بازنگری: 02 دی 1403
  • تاریخ پذیرش: 11 اسفند 1403

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