بررسی اثربخشی بسته آموزشی انگیزشی-دلبستگی به مدرسه بر پرخاشگری و عملکرد تحصیلی دانش‌آموزان دختر پایه دهم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان)، اصفهان، ایران

2 دانشیار، گروه علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

3 دانشیار، گروه روان‌شناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

چکیده

هدف: هدف از پژوهش حاضر، بررسی اثر­بخشی بسته آموزشی انگیزشی-دلبستگی به مدرسه بر پرخاشگری و عملکرد تحصیلی دانش‌­آموزان دختر پایه دهم شهر اصفهان بود.
روش: این پژوهش از نوع نیمه­‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون با گروه گواه و پیگیری 3 ماهه بود. جامعه آماری پژوهش را دانش­‌آموزان دختر پایه دهم شهر اصفهان در سال تحصیلی 99-1398 تشکیل دادند. برای انتخاب نمونه به روش نمونه‌گیری در دسترس 36 نفر که حاضر به شرکت در مطالعه شدند، به‌تصادف در دو گروه (18 نفری) آزمایش و گواه قرار گرفتند. ابزار مورد استفاده شامل پرسشنامه‌ پرخاشگری اهواز زاهدی­‌فر، نجاریان و شکرکن (1379) و پرسشنامه عملکرد تحصیلی فام و تیلور (1999) بود. داده‌ها با استفاده از نرم‌­افزار آماری SPSS نسخه 25 و تحلیل کوواریانس تحلیل شدند. سطح معناداری آزمون‌ها در این مطالعه برابر با 0.05 در­ نظر گرفته شد.
یافته­‌ها: در متغیر پرخاشگری و عملکرد تحصیلی به‌ترتیب اثر گروه 0.651، (63.52=F) و 0.732، (92.84=F) ناشی از تغییرات گروهی، اثر اصلی زمان 0.730، (91.86=F) و 0.931، (146.28=F) ناشی از مراحل پژوهش و اثر متقابل گروه و زمان 0.812، (146.55=F) و 0.951، (661.81=F) در سطح 0.05>p  معنادار بود.
نتیجه‌­گیری: کاهش پرخاشگری در دانش‌­آموزان، با آموزش بستهء انگیزشی-دلبستگی به مدرسه میسر است و به­‌دنبال­ آن، عملکرد تحصیلی دانش‌­آموزان را می‌­توان بهبود بخشید.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigation of the Efficacy of Motivational Educational-Attachment to School Package on Academic Aggression and Academic Performance among 10th Grade Female Students

نویسندگان [English]

  • Azam Rajaei 1
  • Mohammad ali Nadi 2
  • Gholamreza Manshaee 3
1 Ph.D of Educational Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran
2 Assistant Professor, Department of Educational sciences, Islamic Azad University of Isfahan (Khorasgan) Branch, Isfahan, Iran
3 Assistant Professor, Department of psychology, Islamic Azad University of Isfahan (Khorasgan) Branch, Isfahan, Iran.
چکیده [English]

Objective: The aim of this study was to investigate the effectiveness of motivational-attachment educational package on school, on aggression and academic performance of 10th grade female students in Isfahan.
Method: This was a quasi-experimental study with pre-test design, post-test with control group and 3-month follow-up. The statistical population of the study consisted of 10th grade female students in Isfahan in the academic year 2019-2020. To select a sample by available sampling method, 36 people who agreed to participate in the study were randomly divided into two groups (18 people) experimental and control. The instruments used included Ahvaz Zahedifar, Najarian and Shekarkan Aggression Questionnaire (2000) and Pham and Taylor Academic Performance Questionnaire (1999). Data were analyzed using SPSS software version 25 and analysis of covariance. The significance level of the tests in this study was considered equal to 0.05.
Results: In the variables of aggression and academic performance, the effect of the group was 0.651, (F = 63.52) and 0.732, (F = 92.84) due to group changes, the main effect of time was 0.730 (91 = 86.86). F) and 0.931, (F = 146.28) due to research stages and the interaction of group and time 0.812, (F = 146.55) and 0.951, (F = 661.81) were significant at the level of p<0.05.
Conclusion: Reducing aggression in students is possible by teaching motivational-attachment package to school, and consequently, students' academic performance can be improved.

کلیدواژه‌ها [English]

  • Motivational-School Attachment
  • Aggression
  • Academic Performance

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راهبردهای شناختی در یادگیری
دوره 10، شماره 19
پاییز و زمستان 1401
آذر 1401
صفحه 61-81

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