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اثربخشی برنامه سبک زندگی مبتنی بر تنظیم هیجان بر مدیریت هیجانات دانشآموزان دوره دوم ابتدایی | ||
فصلنامه پژوهش های نوین روانشناختی | ||
مقاله 11، دوره 20، شماره 77، فروردین 1404، صفحه 130-142 اصل مقاله (778.58 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/jmpr.2024.60555.6086 | ||
نویسندگان | ||
محمد عاشوری* 1؛ سالار فرامرزی1؛ مهرشید دانادل2 | ||
1گروه روانشناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران | ||
2دانشجوی دکترای روانشناسی و آموزش افراد با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، ایران | ||
چکیده | ||
کودکان در خانواده و مدرسه با چالشهای گوناگونی همچون مشکلات هیجانی روبرو میشوند. هدف از این پژوهش تعیین اثربخشی برنامه سبک زندگی مبتنی بر تنظیم هیجان بر مدیریت هیجانات دانشآموزان دوره دوم ابتدایی بود. پژوهش از نوع آزمایشی با طرح پیشآزمون-پسآزمون و گروه کنترل بود. در این پژوهش 60 دانشآموز کلاس ششم دبستان که به روش نمونهگیری در دسترس از مدارس شهر اصفهان انتخاب شده بودند، شرکت داشتند. آزمودنیها به صورت تصادفی به دو گروه آزمایش (14 دختر و 16 پسر) و دو گروه کنترل (13 دختر و 17 پسر) تقسیم شدند. گروههای آزمایش در 8 جلسه 60 دقیقهای در برنامه سبک زندگی مبتنی بر تنظیم هیجان شرکت کردند، در حالیکه به گروههای کنترل این آموزش ارائه نشد. ابزار پژوهش مقیاسهای مدیریت هیجان کودکان بود. دادهها با استفاده از تحلیل کوواریانس تکمتغیری و چندمتغیری تجزیه و تحلیل شدند. نتایج نشان داد که مداخله (0/001=P) و جنسیت (0/03=P) اثر معناداری بر مدیریت هیجان داشتند و تاثیر آن بر دانشآموزان دختر نسبت به دانشآموزان پسر بیشتر بود. علاوه بر این، مداخله اثر معناداری بر کاهش خشم دانشآموزان داشت (0/02=P) ولی تاثیر معناداری بر غم (0/61=P) و نگرانی (0/83=P) آنها نداشت. بهطورکلی، برنامه آموزش سبک زندگی مبتنی بر تنظیم هیجان توانست مدیریت هیجان و خشم دانشآموزان را بهبود بخشد. بنابراین، این برنامه با افزایش سازشیافتگی، صمیمیت، مردمآمیزی و مسئولیتپذیری و کاهش مشکلات میانفردی، افسردگی و هیجانهای منفی سبب شد تا دانشآموزان هیجانهای خود را مدیریت و کنترل کنند. | ||
کلیدواژهها | ||
تنظیم هیجان؛ سبک زندگی؛ مدیریت هیجان | ||
مراجع | ||
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