مقایسۀ اثربخشی آموزش تنظیم شناختی هیجان و کفایت اجتماعی برخودتنظیمی هیجانی و هیجان‌های مثبت یادگیری (دانش‌آموزان پسر)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی، دانشکده روانشناسی وعلوم تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران

3 استادیار گروه روانشناسی و مشاوره، دانشکده روانشناسی وعلوم تربیتی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران

چکیده

هدف: عوامل مختلفی بر خودتنظیمی و هیجان‌های مثبت یادگیری فراگیران مؤثر است. در این راستا پژوهش حاضر با هدف تعیین اثربخشی برنامهِ آموزش تنظیم شناختی هیجان و کفایت اجتماعی بر خودتنظیمی هیجانی و هیجان‌های مثبتِ یادگیری فراگیران انجام شد. در این برنامه به فراگیران «تنظیم شناختی هیجان» و «کفایت اجتماعی» آموزش داده شد.
روش: طرح این پژوهش پیش‌آزمون – پس‌آزمون با گروه کنترل نابرابر و روش پژوهش نیمه آزمایشی بود که در آن از دو پرسشنامه «خودتنظیمی هیجانی» و «هیجان‌های مثبت یادگیری فراگیران» قبل و بعد از آموزش استفاده شد. جامعه آماری پژوهش، دانش‌آموزان پسر پایۀ یازدهم شهر مرند بود که با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای 60 نفر در سه گروه آزمایشی 1 و گروه آزمایشی 2 و گروه کنترل جهت شرکت در پژوهش انتخاب و جایگزین گردیدند. به گروه آزمایشی اول «تنظیم شناختی هیجان» آموزش داده شد؛ به گروه آزمایشی دوم «کفایت اجتماعی» آموزش داده شد و گروه کنترل هیچ آموزشی را دریافت نکردند.
یافته‌ها: نتایج حاصل از تجزیه‌وتحلیل کوواریانس چند متغیره و تک متغیره نشان داد که تفاوت معناداری بین گروه‌ها در افزایش خودتنظیمی هیجانی (05/0>p) و هیجان‌های مثبت یادگیری فراگیران (05/0>p) وجود دارد. دو گروه آزمایشی که به آنها بستهِ آموزشی «تنظیم شناختی هیجان» و «کفایت اجتماعی» آموزش داده شد از خودتنظیمی هیجانی و هیجان‌های مثبت یادگیری بالاتری در مقایسه با گروه کنترل برخوردار بودند. با کنترل اثر پیش­آزمون در دو گروه آزمایشی، دو روش آموزش کفایت اجتماعی و تنظیم شناختی هیجان اثر متفاوت دارند و این تفاوت به نفع آموزش تنظیم شناختی هیجان است (35/32=F، 05/0>p).
نتیجه‌گیری: یافته‌ها نشان داد که دو روش آموزش کفایت اجتماعی و تنظیم شناختی هیجان در بهبود عدم پذیرش پاسخ‌های هیجانی؛ دشواری در انجام رفتار هدفمند، دشواری در کنترل تکانه و عدم وضوح هیجانی اثر متفاوت دارند و این تفاوت به نفع آموزش تنظیم شناختی هیجان است؛ اما این دو روش در بهبود فقدان آگاهی هیجانی؛ دسترسی محدود به راهبردهای تنظیم هیجانی؛ بهبود لذت تحصیلی، امیدواری تحصیلی و غرور تحصیلی اثر یکسان دارند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparison of the Effectiveness of Training Cognitive Regulation of Emotions and Social Competence on Emotional Regulation and Positive Emotions of Learning for Male Students

نویسندگان [English]

  • Karim Abbasiaval 1
  • Mansour Beyrami 2
  • Amir Panahali 3
  • Toraj Hashemi 2
1 Ph.D. Student, Department of Psychology, Faculty of Psychology and Educational Science, University of Azad Tabriz, Tabriz, Iran
2 2. Professor, Department of Psychology, Faculty of Psychology and Educational Science,, University of University of Tabriz, Tabriz, Iran
3 Associate Professor, Department of Psychology, Faculty of Psychology and Educational Science,, University of Azad Tabriz, Tabriz, Iran
چکیده [English]

Objective : The present research was conducted with the aim of determining the effectiveness of the cognitive regulation of emotion and social competence training program on emotional regulation and positive emotions of learning of learners.
 Method : The statistical population was 970 male students of the 11th grade of Marand city in the academic year of 2018-2019, using the multi-stage cluster random sampling method, 60 people were divided into three experimental groups 1, 2, and the control group. Participants in the research were selected and replaced. The first experimental group was taught "cognitive emotion regulation"; The second experimental group was given "social competence" training and the control group did not receive any training. The design of this research was pre-test-post-test with an unequal control group and the research method was semi-experimental. The questionnaire "emotional self-regulation created by Gratz in 2004" and the questionnaire "positive learning emotions of learners created by Pekran, Goetz, Tietz and Perry in 2002" were the measuring tools of this research that were used before and after the training.
 Findings : Due to the quantitativeness of the scale and the control of the previous differences of the subjects, as well as due to the theoretical relationship of the research variables, multivariate and univariate statistical analysis of covariance was used in SPSS software. Multivariate and univariate covariance analysis showed that there is a significant difference between the groups in increasing emotional self-regulation (p<0.05) and positive learning emotions of learners (p<0.05). By controlling the effect of the pre-test in the two experimental groups, the two methods of teaching social competence and cognitive regulation of emotion have different effects and this difference is in favor of teaching cognitive regulation of emotion. The findings showed that the two methods of teaching social adequacy and cognitive regulation of emotion have different effects in improving non-acceptance of emotional responses, difficulty in performing purposeful behavior, difficulty in impulse control, and lack of emotional clarity, and this difference is in favor of cognitive emotion regulation training (F=32.35, p<0.05). But these two methods have the same effect in improving the lack of emotional awareness, limited access to emotional regulation strategies, Improving academic enjoyment, academic hope and academic pride.
Conclusion : "Cognitive Emotion Regulation" and "Social Competency" programs increase the improvement of emotional self-regulation and positive emotions of learning among students; So that the students who received these trainings had better emotional self-regulation and higher positive emotions compared to the control group. There is a significant difference between the groups regarding the dependent variables of emotional self-regulation and positive emotions of learning.

کلیدواژه‌ها [English]

  • Cognitive Emotion Regulation
  • Social Adequacy
  • Emotional Self-Regulation
  • Positive Emotions of Learning
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