دو فصلنامه علمی جامعه شناسی آموزش و پرورش

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد بابل، بابل، ایران.

2 استادیار گروه روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد بابل، بابل، ایران.

3 استادیار گروه روانشناسی،دانشگاه آزاد اسلامی واحد بندرگز،بندرگز، ایران.

10.22034/ijes.2022.546913.1244

چکیده

هدف: هدف این پژوهش تعیین اثربخشی آموزش شکوفایی بر شوخ‌طبعی و درگیری تحصیلی در دانش‌آموزان دوره دوم متوسطه بود.
روش‌شناسی: پژوهش حاضر از نوع کاربردی با طرح پیش‌آزمون و پس‌آزمون با گروه‌های آزمایش و کنترل بود. جامعه آماری پژوهش دانش‌آموزان دختر و پسر دوره دوم متوسطه شهر چالوس در سال تحصیلی 1398-99 بودند. نمونه آماری پژوهش 30 نفر بودند که با روش نمونه‌گیری دردسترس انتخاب و به‌صورت تصادفی در دو گروه مساوی (هر گروه 15 نفر) جایگزین شدند. گروه آزمایش 8 جلسه دو ساعتی در طی دو ماه (هفته‌ای یک جلسه) تحت آموزش شکوفایی قرار گرفت و در این مدت گروه کنترل آموزشی دریافت نکرد. هر دو گروه آزمایش و کنترل در مراحل پیش‌آزمون و پس‌آزمون از نظر شوخ‌طبعی (Khashouei, Arizi Samani and Aghaei, 2009) و درگیری تحصیلی (Reeve and Tseng, 2011) ارزیابی و داده‌های حاصل از اجرای آنها با روش‌های تحلیل کوواریانس تک‌متغیری و تحلیل کوواریانس چندمتغیری در نرم‌افزار SPSS تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که آموزش شکوفایی باعث افزایش شوخ‌طبعی و هر پنج مولفه آن شامل لذت از شوخی، خنده، شوخی کلامی، شوخ‌طبعی در روابط اجتماعی و شوخ‌طبعی در شرایط استرس‌آور در دانش‌آموزان دوره دوم متوسطه شد (05/0>P). همچنین، آموزش شکوفایی باعث افزایش درگیری تحصیلی و هر چهار مولفه آن شامل درگیری شناختی، هیجانی، رفتاری و عاملیت در دانش‌آموزان دوره دوم متوسطه شد (05/0>P).
بحث و نتیجه‌گیری: یافته‌ها حاکی از اثربخشی آموزش شکوفایی بر افزایش شوخ‌طبعی و درگیری تحصیلی دانش‌آموزان بود. بنابراین، برنامه‌ریزی برای بهبود آنها از طریق کارگاه‌های آموزشی می‌تواند نقش موثری در ارتقای شوخ‌طبعی و درگیری تحصیلی دانش‌آموزان داشته باشد

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Flourishing Education on Humor and Academic Engagement in Students (Case Study: High School Students of Chalous City)

نویسندگان [English]

  • Sohrabali Harsaj Ghasemi 1
  • jamal sadeghi 2
  • Alireza Homayouni 3

1 PhD student, Department of Educational Psychology, Islamic Azad University, Babol Branch, Babol, Iran.

2 Assistant Professor, Department of Educational Management, Babol Branch, Islamic Azad University, Babol, Iran.

3 Assistant Professor, Department of Psychology, Islamic Azad University, Bandar-e-Gaz Branch, Bandar-e-Gaz, Iran.

چکیده [English]

Purpose: The humor and academic engagement in students improve their academic performance and success. Therefore, the aim of this research was determine the effectiveness of flourishing education on humor and academic engagement in high school students.
Methodology: The present research was an applied with pre-test and post-test design with experimental and control groups. The statistical population of the research was male and female high school students in Chalous city in the academic year 2019-20. The statistical sample of the research was 30 people who were selected by available sampling method and randomly replaced into two equal groups (15 people in each group). The experimental group underwent the flourishing education 8 sessions of two-hour during two months (one session per week) and the control group during this period did not receive any training. Both experimental and control groups in the pre-test and post-test stages were evaluated in terms of humor (Khashouei, Arizi Samani and Aghaei, 2009) and academic engagement (Reeve and Tseng, 2011) and the data obtained from their implementation were analyzed by methods of univariate analysis of covariance and multivariate analysis of covariance in SPSS software.
Findings: The findings showed that flourishing education led to increase the humor and all five components including the enjoyment of humor, laughter, verbal humor, humor in social relationships and humor in stressful conditions in high school students (P<0.05). Also, flourishing education led to increase the academic engagement and all four components including the engagement of cognitive, emotional, behavioral and agency in high school students (P<0.05).
Conclusion: The findings indicated the effectiveness of flourishing education on increasing students' humor and academic engagement. Therefore, planning to improve them through workshops can play an effective role in promoting students' humor and academic engagement.
 

کلیدواژه‌ها [English]

  • Flourishing Education
  • Humor
  • Academic Engagement
  • Students
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