جامعه شناسی آموزش و پرورش

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مقایسه اثربخشی آموزش تئوری انتخاب و فلسفه کندوکاو بر کفایت اجتماعی و جهت‌گیری هدف کودکان کار

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران

2 استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران

3 استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه گیلان، رشت، ایران.

4 استاد، گروه روانشناسی، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران

10.22034/ijes.2023.553973.1363

چکیده

هدف: کار اجباری برای کودکان دارای پیامدهای منفی شناختی، اجتماعی و عاطفی است. بنابراین، پژوهش حاضر با هدف مقایسه اثربخشی آموزش تئوری انتخاب و فلسفه کندوکاو بر کفایت اجتماعی و جهت‌گیری هدف کودکان کار انجام شد.
روش‌شناسی: پژوهش حاضر نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون همراه با گروه کنترل بود. جامعه پژوهش کودکان کار شهرستان رشت در سال 1400 بودند. تعداد 45 نفر از کودکان کار با روش نمونه‌گیری در دسترس به‌عنوان نمونه انتخاب و با روش تصادفی ساده با کمک قرعه‌کشی در سه گروه مساوی شامل گروه‌های آموزش تئوری انتخاب، آموزش فلسفه کندوکاو و کنترل گمارده شدند. گروه آزمایش اول 8 جلسه تحت آموزش تئوری انتخاب و گروه آزمایش دوم 10 جلسه تحت آموزش فلسفه کندوکاو قرار گرفت و گروه کنترل آموزشی ندید. ابزارهای پژوهش شامل پرسشنامه‌های کفایت اجتماعی (Felner, 2002) و جهت‌گیری هدف (Midgley et al., 1998) بودند و داده‌های حاصل از آن با روش‌های تحلیل کوواریانس تک‌متغیری و چندمتغیری و آزمون تعقیبی بونفرونی در نرم‌افزار SPSS تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که آموزش در هر دو گروه آزمایش در مقایسه با گروه کنترل باعث افزایش کفایت اجتماعی و جهت‌گیری هدف تسلطی گرایشی، تسلطی اجتنابی و عملکردی گرایشی در کودکان کار شد (05/0P<)، اما در جهت‌گیری هدف عملکردی اجتنابی بین آنها تفاوت معناداری وجود نداشت (05/0P>). همچنین، بین گروه‌های آزمایش آموزش تئوری انتخاب و فلسفه کندوکاو از نظر هیچ یک از متغیرهای کفایت اجتماعی و جهت‌گیری هدف تفاوت معناداری وجود نداشت (05/0P>).
نتیجه‌گیری: با توجه به نتایج برای بهبود کفایت اجتماعی و جهت‌گیری هدف کودکان کار می‌توان از روش‌های آموزش تئوری انتخاب و فلسفه کندوکاو استفاده کرد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Comparison the Effectiveness of Teaching Choice Theory and Inquiry Philosophy on Social Competence and Goal Orientation of Labor Children

نویسندگان [English]

  • Seyyed Khadijeh Jamali 1
  • Seyyed Mosa Kafi 2
  • Abbas Aboulghasemi 3
  • Bahman Akbari 4

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

2 Professor, Department of Psychology, University of Guilan, Faculty of Humanities, Rasht, Iran

3 Professor, Department of Psychology, Faculty of Literature and Humanities, Gilan University, Rasht, Iran.

4 Professor, Department of Psychology, Rasht Branch, Islamic Azad University, Rasht, Iran

چکیده [English]

Purpose: The forced labor for children has negative cognitive, social and emotional consequences. Therefore, the present study was conducted with the aim of comparing the effectiveness of teaching choice theory and inquiry philosophy on social competence and goal orientation of labor children.
Methodology: The current research was a semi-experimental with a pre-test and post-test design with a control group. The research population was the labor children of Rasht city in 2021 year. A number of 45 labor children were selected as a sample with using the available sampling method and were assigned in three equal groups by a simple random method with lottery, including the groups of teaching choice theory, teaching inquiry philosophy and control. The first experimental group received 8 sessions of teaching choice theory and the second experimental group received 10 sessions of teaching inquiry philosophy, and the control group did not receive any teaching. The research tools were included questionnaires of social competence (Felner, 2002) and goal orientation (Midgley et al., 1998) and its resulting data were analyzed by methods of univariate and multivariate covariance analysis and Bonferroni post hoc test in SPSS software.
Findings: The findings showed that teaching in both experimental groups in compared the control group led to increase social competence and goal orientation of tendency-mastery, avoidance-mastery, and tendency- performance in labor children (P<0.05), but there was no significance difference between them in the goal orientation of avoidance-performance (P>0.05). Also, there was no significant difference between the experimental groups of teaching choice theory and inquiry philosophy in terms of any of the variables of social competence and goal orientation (P>0.05).
Conclusion: According to the results, to improve the social competence and goal orientation of labor children, it is possible to use the teaching methods of choice theory and inquiry philosophy.

کلیدواژه‌ها [English]

  • Teaching Choice Theory
  • Teaching Inquiry Philosophy
  • Social Competence
  • Goal Orientation
  • Labor Children
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جامعه شناسی آموزش و پرورش
دوره 9، شماره 2
مرداد 1402
صفحه 37-48
فایل ها
سابقه مقاله
  • تاریخ دریافت: 08 آذر 1401
  • تاریخ بازنگری: 19 خرداد 1402
  • تاریخ پذیرش: 23 خرداد 1402
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