دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نویسنده

دانشگاه آزاد اسلامی، واحد تهران غرب، تهران، ایران.

چکیده

هدف: پژوهش حاضر با هدف تعیین اثربخشی آموزش خودنظم بخشی هیجانی بر ادراک شایستگی و رضایتمندی دانش آموزان انجام شد.
روش: روش تحقیق در این پژوهش، نیمه آزمایشی از نوع پیش آزمون - پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش شامل تمامی دانش آموزان پسر مقطع دوم متوسطه مدرسه ی جامی در منطقه 5 شهر تهران در سال تحصیلی 98-1397 بودند. گروه نمونه مشتمل بر 30  دانش آموز بود که به صورت تصادفی انتخاب شده و به صورت تصادفی در دو گروه 15 نفری قرار گرفتند. گروه آزمایش در قالب ۸ جلسه یک ساعته در 4 هفته( هر هفته دو جلسه)برنامه آموزش خودنظم بخشی هیجانی دریافت کردند و گروه کنترل هیچ مداخله‌ای دریافت نکرد. داده‌ها با  مقیاس ادراک شایستگی هارتر (1985) و پرسشنامه رضایت از زندگی دانش آموزان هیوبنر (1994) جمع آوری و پس از بررسی و تایید پیش فرض ها با روش تحلیل کوواریانس چند متغیره در نرم‌افزار SPSS-25 تحلیل شدند.
یافته ها: یافته‌ها نشان داد در مرحله پس آزمون ادراک شایستگی و رضایتمندی گروه آزمایش بهبود معنی داری داشت(p<0.05).  
نتیجه گیری: برنامه آموزش خودنظم بخشی هیجانی بر ادراک ادراک شایستگی و رضایتمندی تأثیرگذار بوده است که این یافته، توجه ویژه مسئولین در بخش آموزش و پروش را می‌طلبد.
 

کلیدواژه‌ها

عنوان مقاله [English]

Effectiveness of emotional self-regulation training on students' perceived competence and satisfaction

نویسنده [English]

  • Elham Fallahmanesh

Islamic Azad University, Tehran West Branch, Tehran, Iran.

چکیده [English]

purpose: The purpose of this study was to determine the effectiveness of emotional self-regulation training on students' perception of competence and satisfaction of students.
Method: The research method in this study was pre-test semi-experimental with control group. The statistical population of this study consisted of all male high school sophomore students of Jami School in the 5th district of Tehran in the academic year of 1398-98. The sample group consisted of 30 students who were randomly selected and divided into two groups of 15 each. The experimental group received 4 sessions of 1 hour 4 sessions (two sessions per week) of the emotional self-regulation training program and the control group received no intervention. Data were collected using Harter Competency Perception Scale (1985) and Huybner Student Life Satisfaction Questionnaire (1994) and analyzed by SPSS-25 software.
Findings: The results showed that in the post-test phase, the perception of competence and satisfaction of the experimental group was significantly improved (p <0.05).
Conclusion: Emotional self-regulation training program has influenced perception of competency and satisfaction perception.

کلیدواژه‌ها [English]

  • Emotional self-regulation
  • Perceived competence
  • Satisfaction
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