اثربخشی آموزش مهارت‌های هوش هیجانی بر اشتیاق، فرسودگی و خودتنظیمی تحصیلی در دانش‌آموزان اهمال‌کار

نوع مقاله : مقاله پژوهشی

نویسندگان

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

2 استادیار گروه روانشناسی تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران

3 استاد گروه روانشناسی تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران

چکیده

هدف: هیجانات تحصیلی و فرآیندهای خودتنظیمی در حوزه یادگیری تحت‌الشعاع مهارت‌های هوشی به‌ویژه هوش هیجانی و عاطفی قرار دارد و این تأثیرات در دانش‌آموزان اهمال‌کار از اهمیت ویژه‌ای برخوردار است. به همین جهت هدف از پژوهش حاضر، تعیین اثربخشی آموزش مهارت‌های هوش هیجانی بر اشتیاق، فرسودگی و خودتنظیمی تحصیلی دانش‌آموزان اهمال‌کار است.
روش: روش پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون – پس‌آزمون با گروه کنترل است. جامعه آماری کلیه دانش‌آموزان پسر پایه سوم متوسطه در سال تحصیلی 1399-1398 شهرستان شبستر بودند. تعداد 30 نفر دانش‌آموز اهمال‌کار با روش نمونه‌گیری در دسترس انتخاب و به‌طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. گروه آزمایش 9 جلسه، مهارت‌های هوش هیجانی را دریافت کردند. ابزار گردآوری داده‌ها پرسشنامه‌های اشتیاق تحصیلی (فردریگز، بلومنفیلد و پاریس، 2004)، فرسودگی تحصیلی (برسو، 1997) و خودتنظیمی تحصیلی (بوفارد، وزیو و لاروشه، 1995) بود. برای تحلیل داده‌ها از تحلیل کوواریانس با نرم‌افزار SPSS22 استفاده شد.
یافته‌ها: آموزش مهارت‌های هوش هیجانی بر کاهش فرسودگی تحصیلی با اندازه اثر 18/0 (در سطح 05/0p<)، بر افزایش اشتیاق تحصیلی با اندازۀ اثر 22/0 (در سطح 05/0p<) و بر خودتنظیمی تحصیلی دانش‌آموزان با اندازه اثر 23/0 (در سطح 05/0p<) اثربخش و معنادار بود.
نتیجه‌گیری: فرسودگی، اشتیاق و خودتنظیمی تحصیلی دانش‌آموزان با به‌کارگیری مداخلات آموزشی به‌ویژه توانمندسازی مهارت‌های هیجانی قابل‌تغییر بوده و این مداخلات در عرصه‌های تحصیلی می‌تواند زمینه‌ساز بهزیستی روان‌شناختی دانش‌آموزان باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparing of effectiveness of Emotional intelligence skills on academic engagement, School burn out and academic self-regulation in lax students

نویسندگان [English]

  • Bahman Saba 1
  • Ozra Ghafarri 2
  • touraj hashemi 3
  • vakil nazari 2
1 PhD Student, Department of Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran
2 Assistant Professor, Department of Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran
3 Professor, Department of Educational Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran
چکیده [English]

Objective: Academic emotions and self-regulatory processes in the field of learning are overshadowed by intelligence skills, especially emotional intelligence, and these effects are particularly important in procrastinating students. Therefore, the aim of this study was to determine the effectiveness of emotional intelligence skills training on the academic engagement, burnout and academic self-regulation of procrastinating students.
Method: The research method is quasi-experimental with pre-test-post-test design with control group. The statistical population of all third grade male students in the academic year 1399-1398 was Shabestar city. The statistical sample consisted of 30 procrastinating students who was selected as a sample using the available sampling method, were randomly divided into experimental, and control groups. The experimental group received emotional intelligence skills for 9 sessions. Data were collected using questionnaires of academic motivation (Fredericks, Bloomfield and Paris, 2004), academic burnout (Bresso, 1997) and academic self-regulation (Beaufard, Vesio and Laroche, 1995). Data analysis were performed using analysis of covariance with SPSS-22.
Results: emotional intelligence skills education on decreasing of Academic burnout with the amount of effect 0/18(p>0/05 in level) on increasing of academic engagement with the amount of effect 0/22(p>0/05 in level) and Academic self-regulation with the amount of effect 0/23(p>0/05 in level) were significant and effective.
Conclusion: The students' deprecation, engagement and self-regulation were changeable by using academic interventions especially emotional Intelligence empowerment. These interventions in educational stages can be the base for psychological well-being in students.
 

کلیدواژه‌ها [English]

  • Emotional Intelligence Skills
  • Academic Engagement
  • academic burnout
  • Procrastinating Students
  • Academic Self-Regulation
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