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]

The Effectiveness of Emotional Intelligence Skills Training on Academic Enthusiasm, Burnout and Self-Regulation in Prodigal Students

نویسندگان [English]

  • Bahman Saba 1
  • Ozra Ghafarri 2
  • Touraj Hashemi Nosratabad 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: The aim of this study was to determine the effectiveness of emotional intelligence skills training on procrastination, burnout and academic self-regulation of procrastinating students.
Method: The research method is quasi-experimental with a pretest-posttest design with a control group. The statistical population included all third grade male high school students in the academic year 1399-1398 in Shabestar. Thirty negligent students were selected by convenience sampling method and randomly divided into experimental and control groups. The experimental group received emotional intelligence skills for 9 sessions. Data collection tools were questionnaires of academic motivation (Fredericks, Bloomfield and Paris, 2004), academic burnout (Bresso, 1997) and academic self-regulation (Beaufard, Vesio and Laroche, 1995). Analysis of covariance with SPSS22 software was used to analyze the data.
Results: Training of emotional intelligence skills on reducing academic burnout with an effect size of 0.18 (at the level of p <0.05), on increasing academic motivation with an effect size of 0.22 (at the level of p <0.05) and on students' academic self-regulation with an effect size The effect of 0.23 (at the level of p <0.05) was effective and significant.
Conclusion: Burnout, enthusiasm and academic self-regulation of students can be changed by using educational interventions, especially empowerment of emotional skills, and these interventions in academic fields can be the basis for students' psychological well-being.

کلیدواژه‌ها [English]

  • Emotional Intelligence
  • Academic Engagement
  • Academic Burnout
  • Procrastination
  • Academic Self-Regulation
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