| تعداد نشریات | 45 |
| تعداد شمارهها | 1,429 |
| تعداد مقالات | 17,583 |
| تعداد مشاهده مقاله | 57,200,774 |
| تعداد دریافت فایل اصل مقاله | 19,033,467 |
اثربخشی آموزش مهارتهای هوش اخلاقی بر اشتیاق، فرسودگی و خودتنظیمی تحصیلی در دانشآموزان اهمالکار | ||
| فصلنامه پژوهش های نوین روانشناختی | ||
| مقاله 6، دوره 20، شماره 79، مهر 1404، صفحه 63-75 اصل مقاله (655.58 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jmpr.2023.46934.4456 | ||
| نویسندگان | ||
| بهمن صبا1؛ عذرا غفاری نوران* 2؛ وکیل نظری2 | ||
| 1دانشجوی دکتری روانشناسی تربیتی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران | ||
| 2گروه روانشناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران | ||
| چکیده | ||
| هدف از پژوهش حاضر، تعیین اثربخشی آموزش مهارتهای هوش اخلاقی بر اشتیاق، فرسودگی و خودتنظیمی تحصیلی دانش آموزان اهمالکار است. روش پژوهش از نوع نیمهآزمایشی با طرح پیشآزمون – پسآزمون با گروه کنترل است. جامعه آماری کلیه دانشآموزان پسر پایه سوم متوسطه در سال تحصیلی 1399- 1398 شهرستان شبستر بودند. تعداد 30 نفر دانشآموز اهمالکار با روش نمونهگیری دردسترس انتخاب و به طور تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. گروه آزمایشی 8 جلسه، مهارتهای هوش اخلاقی را دریافت کردند. ابزار گردآوری دادهها پرسشنامههای اشتیاق تحصیلی (فردریگز، بلومنفیلد و پاریس، 2004)، فرسودگی تحصیلی (برسو، 1997) و خودتنظیمی تحصیلی (بوفارد، وزیو و لاروشه، 1995) بود. برای تحلیل دادهها از تحلیل کوواریانس با نرمافزار SPSS-22 استفاده شد. ضریب اعتبار بدست آمده برای پرسشنامه اشتیاق تحصیلی 0/73 و برای پرسشنامه فرسودگی تحصیلی 0/78 و برای پرسشنامه خود تنظیمی تحصیلی 0/75 محاسبه شد. نتایج نشان داد که آموزش مهارتهای هوش اخلاقی بر کاهش فرسودگی تحصیلی با اندازه اثر 0/24 (0/05>p) ، بر افزایش اشتیاق تحصیلی با اندازۀ اثر 0/17 (0/05>p) و برخودتنظیمی تحصیلی دانشآموزان با اندازه اثر 0/19 (0/05>p) اثر بخش بود. فرسودگی، اشتیاق و خودتنظیمی تحصیلی دانشآموزان با بکارگیری مداخلات آموزشی بهویژه توانمندسازی مهارتهای اخلاقی قابل تغییر بوده و این مداخلات در عرصههای تحصیلی میتواند زمینهساز بهزیستی روانشناختی دانشآموزان باشد. | ||
| کلیدواژهها | ||
| هوش اخلاقی؛ اشتیاق تحصیلی؛ فرسودگی تحصیلی؛ خودتنظیمی تحصیلی؛ اهمالکاری | ||
| مراجع | ||
|
Abbasi, M., Pirani, Z., Ramezjani, L., & Bonyadi, F. (2015). The role of procrastination and motivational self-regulation in predicting students' behavioral engagement. Education Strategies in Medical Sciences, 8(5), 295-300. https://ijme.mui.ac.ir/article-1-3624-fa.html Abedi, A., Memarian, A., Shoushtari, M., & Golshani Manesh, F. (2014). The effectiveness of Martin's multi-dimensional cognitive-behavioral interventions on academic performance and academic engagement of female high school students in Isfahan. EducationalPsychologyQuarterly, 10(32) 79-93. https://jep.atu.ac.ir/article_65.html Archambault I, Janosz M, Fallu J-S, Pagani LS. (2009). Student engagement and its relationship with early high school dropout. J Adolesc, 32(3), 651-70. https://doi.org/10.1016/j.adolescence.2008.06.007 Attardi, M., & Karshaki, H. (2013). The role of perfectionism dimensions and goal orientation in predicting students' self-regulation. Knowledge & Research in Applied Psychology, 14(2), 101-109. https://journals.iau.ir/article_533874.html Babaei, S. (2018). The relationship between academic procrastination and personality traits of students. In The First National Conference on Sustainable Development in Educational Sciences and Psychology. International Center for Conferences and Seminars on Sustainable Development of Islamic World Sciences, Tehran, Iran. Balkis, M., & Duru, E. (2009). Prevalence of academic procrastination behavior among pre-service teachers and its relationship white demographics and individual preferences. Journal of Theory & Practice in Education (JTPE), 5(1). Bao, Z., Zhang, W., Lai, X., Sun, W., & Wang, Y. (2015). Parental attachment and Chinese adolescents' delinquency: The mediating role of moral disengagement. Journal of Adolescence, 11(4), 37-47. https://doi.org/10.1016/j.adolescence.2015.06.002 Borba, M. (2005) Building Moral Intelligence: The Seven Essential Virtues That Teach Kids to Do the Right Thing. The University of Michigan, Jossey Bass, San Francisco, 55-70. https://www.scirp.org/reference/referencespapers?referenceid=1738430 Bouffard, T., Boisvert, J., Vezeau, C., & Larouche, C. (1995). The impact of goal orientation on self‐regulation and performance among college students. British journal of educational psychology, 65(3), 317-329. https://doi.org/10.1111/j.2044-8279.1995.tb01152.x Bresó, E., Salanova, M., & Schaufeli, W. B. (2007). In search of the “third dimension” of burnout: Efficacy or inefficacy?. Applied psychology, 56(3), 460-478. https://doi.org/10.1111/j.1464-0597.2007.00290.x Brouwers, A., & Tomic, W. (2012). A longitudinal study of teacher burnout and perceived self-efficacy classroom management. Teaching and teacher education, 16, 239-253. https://doi.org/10.1016/S0742-051X(99)00057-8 Brown, R. C. (2013). Moral responsibility for (UN) healthy behavior. Journal of Medical Ethics, 39, 695-698. https://doi.org/10.1136/medethics-2012-100774 Faramarzi, M., Jahanian, K., Zarbakhsh, M., Salehi, S. & Pasha H. (2014). The role of moral intelligence and identity styles in prediction of mental health problems in healthcare students. Health, 6, 664-672. http://dx.doi.org/10.4236/health.2014.68086 Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117-142. https://journals.sagepub.com/doi/10.3102/00346543059002117 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Rev Educ Res, 74(1), 59-109. https://doi.org/10.3102/00346543074001059 Heidari, N., & Oujinejad, A. (2016). The relationship between moral intelligence and academic burnout among students of Islamic Azad University, Marvdasht Branch. The Fourth National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies, Tehran, Iran. https://www.magiran.com/p1403892 Hejazi Moghari, E., Rastegar, A., Lavasani, M. G., & Ghorban Jahromi, R. (2009). Implicit theories of intelligence and academic achievement: The role of achievement goals and academic engagement. Psychological Research, (1 & 2), 11-25. https://www.magiran.com/p1429820 Javadi Elmi, L., Asadzadeh, H., Delavar, A., & Dortaj, F. (2018). A causal model of academic engagement based on self-efficacy and help-seeking with the mediation of academic buoyancy. Journal of Behavioral Sciences Research, (2), 162-167. https://dor.isc.ac/dor/20.1001.1.17352029.1397.16.2.6.4 Kadivar, P. (2001). Educational psychology. Tehran: Samt Publications. Keshavarz, A., & Yousefi, F. (2018). The effectiveness of acceptance and commitment therapy (ACT) on academic procrastination and school adjustment among female high school students. Scientific-Research Quarterly of Psychological Methods and Models, (34), 63-76. https://jpmm.marvdasht.iau.ir/article_3311.html Kim, Kyung Ryung. Seo, Eun Hee. (2015). The relationship between procrastination and academic performance: A meta-analysis. Personality and Individual Differences, 82, 26-33. https://doi.org/10.1016/j.paid.2015.02.038 Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. SchPsychol Rev, 31(3), 313-327. https://doi.org/10.1080/02796015.2002.12086158 Marifat, D., Farid Fathi, A., Majdani, S., & Farid Fathi, M. (2011). The relationship between emotional intelligence and academic burnout in undergraduate physical education students at Tabriz University. The 6th National Conference of Iranian Students of Physical Education and Sports Sciences, Tehran, Iran. Martin, A. J., & Liem G. A. D. (2010). Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learn Individ Differ, 20(3), 265-70. https://doi.org/10.1016/j.lindif.2010.01.001 Mohammadi, S., Nakhaee, N., Borhani, F., & Roshanzadeh, M. (2013). Dimensions of moral intelligence in the nursing profession: A descriptive-cross-sectional study in eastern Iran. Iranian Journal of Ethics and History of Medicine, (5), 57-66. https://ijme.tums.ac.ir/article-1-5211-fa.html Mohammadzadeh, K., Mesan Abadi, A., Amini, A., & Dindarlu, S. (2013). The relationship between moral intelligence and academic performance of high school students. The First International Conference on Political Epic (with an approach to Middle East developments) and Economic Epic (with an approach to management and accounting), Roudhen, Islamic Azad University, Roudhen Branch. Narimani, M., Mohammadi, G., Almasi Rad, N., & Mohammadi, J. (2017). The role of moral intelligence and risk perception in predicting academic burnout and procrastination in students. School Psychology Journal, (2), 124-145. https://jsp.uma.ac.ir/article_571.html Nasri, S., & Bayatani, M. (2015). Modeling the structural relationships of motivational styles and self-efficacy with academic self-regulation in students. Research in Education, (5), 13-31. https://journals.sru.ac.ir/article_452.html Nazari Sarjelo, N., & Roustaei, Z. (2017). Investigating the relationship between moral intelligence and spiritual intelligence with emotional self-regulation strategies of female students in non-profit secondary schools in district 12 of Tehran.The 8th International Conference on Accounting and Management and the 5th Conference on Entrepreneurship and Open Innovations, Tehran, Iran. https://civilica.com/doc/676574/ Newman, R. S. (1990) Children’s help seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82(1), 71–80. https://psycnet.apa.org/doi/10.1037/0022-0663.82.1.71 Pahlavan, F., & Ebrahimi Nejad, G. (2016). Determining the effectiveness of moral intelligence training on positive communication with others in female high school students. The Third National Conference on Psychology and Educational Sciences. https://civilica.com/doc/516803/ Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. https://psycnet.apa.org/doi/10.3102/0013189X09332374 Pintrich, P. R. (2000). An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemp Educ Psychol, 25(1), 92-104. https://doi.org/10.1006/ceps.1999.1017 Pour Abdal, S., Sobhi Gharamaleki, N., & Abbasi, M. (2015). Comparing academic procrastination and academic vitality in students with and without specific learning disabilities. Learning Disabilities, (3), 22-38. https://jld.uma.ac.ir/article_276.html Pour Jamshidi, M., & Beheshti Rad, R. (2015). The effect of moral intelligence and mental health on students' happiness. Journal of Positive Psychology Research, (4), 55-66. https://dor.isc.ac/dor/20.1001.1.24764248.1394.1.4.5.5 Rastami, Z., Abedi, M. R., & Schaufeli, W. B. (2011). Standardization of the Academic Burnout Inventory among female students of Isfahan University. New Educational Approaches, 13(1), 21-38. https://nea.ui.ac.ir/article_19059.html Rezapour Mirsaleh, Y., Khermand, T., & Shahedi, S. (2017). The effectiveness of moral intelligence training on social functioning and behavioral problems. Journal of Ethics in Science and Technology, (4), 2-12. https://dor.isc.ac/dor/20.1001.1.22517634.1396.12.4.6.7 Safari, H., Jenaabadi, H., Salm Abadi, M., & Abbasi, A. (2015). Predicting academic engagement based on spiritual intelligence and psychological hardiness. Education Strategies in Medical Sciences, (6), 7-12. https://edcbmj.ir/article-1-949-fa.html Saleh Sedghpour, B., & Azimi, S. N. (2014). Modeling the structural relationship of academic self-regulation and emotional intelligence on academic achievement with the mediation of self-efficacy. Journal of School Psychology, (4), 73-98. https://jsp.uma.ac.ir/article_269.html Steel, P. (2007). The Nature of Procrastination: A Meta-Analitytic and Theorical Review of Quinte ssential Self-Regulatin failure. Psychological Bulleetin, 133, 65-94. https://doi.org/10.1037/0033-2909.133.1.65 Stevenson, A., (2013). Oxford dictionarty of English. (Third Ed.). Talebzadeh Noberian, M., Abolghasemi, M., Ashouri Nejad, F., & Mousavi, S. H. (2011). Investigating the structural relationships of self-concept, self-regulated learning, and academic achievement of students. Journal of Specialized Journals of Noor, (4), 59-72. https://jpmm.marvdasht.iau.ir/article_1131.html Walker, K. W., & Pearce, M. (2014). Student engagement in one-time library instruction. Journal Academic Library, 40(3-4), 281-90. https://doi.org/10.1016/j.acalib.2014.04.004 Yasemi Nejad, P. (2014). The effectiveness of moral intelligence training on interpersonal forgiveness, emotional empathy, responsibility, and academic ethics of female high school students [Doctoral dissertation, Shahid Chamran University of Ahvaz]. Ganj Iranian Database. https://ganj.irandoc.ac.ir/ Yazıcı. H., & Bulut, R., (2015). Investigation into the academic procrastination of teacher candidates’ social studies with regard to their personality traits. Social and Behavioral Sciences, 174, 2270-2277. https://doi.org/10.1016/j.sbspro.2015.01.886 Zdenek, B. and Schochor, D. (2007), Developing moral literacy in classroom. Journal of Educational Administration, 45(4), 514-32. https://www.researchgate.net/publication/235302744_Developing_moral_literacy_in_the_classroom. Zhang, Y., Dong, S., Fang, W., Chai, X., Mei, J., & Fan, X. (2018). Self-efficacy for self-regulation and fear of failure as mediators between self-esteem and academic procrastination among undergraduates in health professions. Advances in Health Sciences Education, 23(4), 817-830. https://doi.org/10.1007/s10459-018-9832-3 Zhang, Y., Gan, Y., & Cham, H. (2007). Perfectionism, academic burnout and engagement among Chinese college students: A structural equation modeling analysis. Personality and Individual Differences, 43, 1529-1540. https://doi.org/10.1016/j.paid.2007.04.010 Zimmerman, B. J. & Schunk, D. H. (2008). Motivational an essential dimension of self-regulated learning: Theory, research and applications, (141-168). New York. | ||
|
آمار تعداد مشاهده مقاله: 239 تعداد دریافت فایل اصل مقاله: 106 |
||