مقایسه اثربخشی آموزش گروهی سرزندگی تحصیلی، مثبت‌نگر و چشم‌انداز زمان بر اضطراب تحصیلی و فرسودگی تحصیلی دانش‌آموزان پسر پایه نهم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.

2 استادیار گروه روانشناسی دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران

3 استاد گروه روانشناسی دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.

چکیده

هدف: پژوهش حاضر مقایسه اثربخشی آموزش گروهی سرزندگی تحصیلی، روش مثبت‌نگر و چشم‌انداز زمان بر اضطراب تحصیلی و فرسودگی تحصیلی دانش‌آموزان پسر کلاس نهم بود.
روش: این پژوهش نیمه‌آزمایشی با طرح چهار گروهی سه مرحله‌ای (پیش‌آزمون، پس­آزمون و پیگیری) بود. جامعه مورد بررسی دانش‌آموزان پسر کلاس نهم و حجم نمونه 72 نفر که به روش نمونه‌گیری هدفمند انتخاب شدند. ابزار اندازه‌گیری داده‌ها شامل پرسشنامه اضطراب تحصیلی آلپرت و هابر (1960) و فرسودگی تحصیلی برسو، سالانوولو شافلی (2007) بود. داده‌ها با روش آماری تحلیل واریانس اندازه­گیری مکرر، آزمون لوین و آزمون ماچلی تحلیل شدند. این تحلیل­ها با کمک نرم‌افزار SPSS (ویرایش 22) انجام شد.
یافته‌ها: نتایج نشان داد در بین میانگین تعدیل‌شده نمرات اضطراب تحصیلی گروه آموزش سرزندگی تحصیلی، مثبت‌نگر و چشم‌انداز زمان با گروه گواه تفاوت معنی‌دار وجود دارد. بین میانگین تعدیل‌شده نمرات اضطراب تحصیلی گروه آموزش سرزندگی تحصیلی، گروه آموزش مثبت‌نگر و گروه چشم‌انداز زمان تفاوت وجود ندارد.
نتیجه‌گیری: همچنین نتایج حاکی از این بود که در بین میانگین تعدیل‌شده نمرات فرسودگی تحصیلی گروه آموزش سرزندگی تحصیلی، مثبت‌نگر با گروه گواه تفاوت معنی­دار وجود دارد. بین میانگین تعدیل شده نمرات فرسودگی تحصیلی گروه آموزش سرزندگی تحصیلی با گروه آموزش چشم‌انداز زمان تفاوت معنی‌دار وجود دارد. ولی تفاوت بین نمرات فرسودگی تحصیلی گروه آموزش چشم‌انداز زمان با گروه کنترل معنی‌دار نیست یعنی آموزش چشم‌انداز زمان نتوانسته است نمرات فرسودگی تحصیلی دانش‌آموزان پسر پایه نهم را به‌طور معنی‌داری کاهش دهد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effect of Group Education of Academic Vitality, Positive Attitude, and Time Perspective on Academic Anxiety and Burnout of Ninth-Grade Male Students. A Comparative Study

نویسندگان [English]

  • mohsen Sharifi Alon Abadi 1
  • mozhgan arefi 2
  • asghar aghaei 3
1 PhD student of Educational Psychology, Department of Educational Science and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran .
2 assistant Professor, Department of Educational Science and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
3 Department of Educational Science and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
چکیده [English]

Objective: The present research compared the effect of group education on academic vitality, positive attitude, and time perspective on academic anxiety and burnout of ninth-grade male students.
Methods: This research was a quasi-experimental study with a four-group design in three stages (pre-test, post-test, and follow-up). The population under study was ninth-grade male students, and the sample size was 72 people selected by purposive sampling. Data measurement tools included the Alpert and Haber (1960) Academic Anxiety Questionnaire and the Breso-Salanova-Shaufeli (2007) Academic Burnout Questionnaire. We analyzed data using variance, repeated measurement, and Levene and Machley tests. These analyzes were performed using SPSS software (version 22).
Results: There is a significant difference between the adjusted mean scores of academic anxiety in educational vitality, positive attitude, and time perspective groups and the control group. There is no difference between the adjusted mean scores of academic anxiety in the academic vitality education group, positive attitude education group, and time perspective group.
Conclusion: The results also showed a significant difference between the adjusted mean scores of academic burnout in the academic vitality education group, positive attitude education group, and the control group. There is a significant difference between the adjusted mean scores of academic burnout of the Vitality Education Group and the Time Perspective Education Group. However, the academic burnout scores difference is not significant between the time perspective education group and the control group. This means that the time perspective education has not significantly reduced the academic burnout scores of ninth-grade male students.

کلیدواژه‌ها [English]

  • Academic Anxiety
  • Time Perspective
  • Academic Vitality
  • Academic Burnout
  • Positive Attitude
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