اثربخشی آموزش قدردانی بر بهزیستی اجتماعی، احساس تعلق به مدرسه و انعطاف‌پذیری شناختی دانش‌آموزان نوجوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران

2 دانشیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران

چکیده

هدف: قدردانی یکی از به­روزترین و مطرح‌ترین سازه­های روانشناسی مثبت است که به‌عنوان یک هیجان، نگرش، فضیلت اخلاقی و صفت شخصیتی مفهوم‌سازی شده است. پژوهش حاضر با هدف تعیین اثربخشی آموزش قدردانی بر بهزیستی اجتماعی، احساس تعلق به مدرسه و انعطاف‌پذیری شناختی دانش آموزان نوجوان انجام شد.
روش: طرح این پژوهش نیمه آزمایشی از نوع پیش‌آزمون، پس‌آزمون و پیگیری، همراه با گروه کنترل بود. جامعة آماری پژوهش شامل کلیه دانش‌آموزان پایه ششم ناحیه 1 منطقه 14 تهران در سال تحصیلی 1403-1402 بودند که به روش نمونه‌گیری تصادفی انتخاب و در دو گروه آزمایش و کنترل به‌صورت تصادفی (20 نفر برای هر گروه) گمارده شدند. گروه آزمایش به مدت 8 جلسه تحت آموزش قدردانی روش ایمنز قرار گرفتند، اما گروه شاهد هیچ آموزشی دریافت نکرد. پیگیری نیز بعد از یک ماه صورت گرفت‌. ابزار پژوهش شامل پرسشنامه‌های انعطاف‌پذیری شناختی (CFI) دنیس و وندروال (2010) و پرسش‌نامه‌های احساس تعلق به مدرسه (SSCS) بری و همکاران (۲۰۰۴) و پرسشنامه بهزیستی اجتماعی (SWS) کیز (1998) بود. برای تحلیل داده‌ها از آزمون تحلیل کوواریانس و همچنین نرم‌افزار SPSS نسخه 26 استفاده شد.
یافته‌ها: نتایج نشان داد که آموزش قدردانی به احساس تعلق به مدرسه، انعطاف‌پذیری شناختی و بهزیستی اجتماعی منجر می‌شود.
نتیجه‌گیری: مبتنی بر این یافته‌ها، مداخله قدردانی می‌تواند بر بهزیستی اجتماعی، احساس تعلق به مدرسه و انعطاف‌پذیری شناختی دانش آموزان نوجوان اثرگذار باشد. مدارس می‌توانند به‌منظور افزایش احساس تعلق به مدرسه، انعطاف‌پذیری شناختی و بهزیستی اجتماعی دانش آموزان از تکنیک‌های مربوط به آموزش قدردانی استفاده کنند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Gratitude Training on Social Well-Being, Sense of Belonging to School, and Cognitive Flexibility of Adolescent Students

نویسندگان [English]

  • Fatemeh Khodapanah 1
  • Mohammadali Mohammadifar 2
1 PhD student in Psychology, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran
2 Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran
چکیده [English]

Objective: Gratitude is one of the most current and prominent aspects of positive psychology, conceptualized as an emotion, attitude, moral virtue, and personality trait. The present study aim to determine the impact of gratitude education on the social well-being, sense of belonging to school and cognitive flexibility of adolescent students.
Methods: This semi-experimental research followed a pre-test, and follow-up design with a control group. The statistical population included all students of the sixth grade of elementary school in District 1 of District 14 in Tehran during the academic year 2023-2024 who were selected by random sampling and randomly assigned to two experimental and control groups (20 people for each group). The experimental group received appreciation training based on the Emans method for 8 sessions, while the control group received no training. A follow-up was conducted after one month. Research tools included the Cognitive Flexibility Questionnaire (CFI) by Dennis and Vanderwaal (2010), the Sense of Belonging to School Questionnaire (SSCS) by Berry et al. (2004) and the Social Wellbeing Questionnaire (SWS) by Keys (1998). Data analysis was performed using analysis of covariance and SPSS version 26 software.
Results: The study revealed that teaching gratitude resulted in increased sense of belonging to school, cognitive flexibility, and social well-being.
Conclusions: These findings, suggest that gratitude intervention can positively impact the social well-being, sense of belonging to school, and cognitive flexibility of teenage students. Schools can implement gratitude education techniques to enhance students` sense of belonging to the school, cognitive flexibility, and social well-being.

کلیدواژه‌ها [English]

  • Gratitude
  • The sense of belonging to school
  • Cognitive flexibility
  • Social well-bein

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راهبردهای شناختی در یادگیری
دوره 12، شماره 23
پاییز و زمستان 1403
بهمن 1403
صفحه 151-172

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