دوره 17، شماره 2 - ( 10-1401 )                   جلد 17 شماره 2 صفحات 44-34 | برگشت به فهرست نسخه ها

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تأثیر آموزش سواد هیجانی بر درگیری تحصیلی و نظریه ذهن دختران 9 تا 12 سال
هدی عطاریان‌پور اصفهانی1 ، آزاده چوب فروش زاده* 2، حمیدرضا آریان پور3
1- گروه مشاوره، دانشکده علوم انسانی و اجتماعی، دانشگاه اردکان، ایران
2- گروه روانشناسی،دانشکده‌ی علوم انسانی و اجتماعی، دانشگاه اردکان، ادرکان، ایران ، azadechoobforoush@ardakan.ac.ir
3- گروه روانشناسی ،دانشکده‌ی علوم انسانی و اجتماعی، دانشگاه اردکان، ادرکان، ایران
چکیده:   (1901 مشاهده)
پژوهش حاضر با هدف بررسی تأثیر آموزش سواد هیجانی بر درگیری تحصیلی و نظریه ذهن دختران 9-12 سال انجام شد. روش پژوهش از نوع نیمه‌آزمایشی از نوع پیش‌آزمون و پس‌آزمون همراه با گروه کنترل بود. جامعه‌ی آماری شامل دانش‌آموزان دختر 9 تا 12 سال شهر اصفهان در سال تحصیلی 1400-1401 بودند که از بین آن‌ها 24 نفر از به روش نمونه‌گیری در دسترس انتخاب شدند و به صورت تصادفی در دو گروه کنترل (12 نفر) و آزمایش (12 نفر) گمارش شدند. گروه آزمایش هشت جلسه آموزش سواد هیجانی به مدت 60 دقیقه دریافت کرد و گروه کنترل مداخله‌ای دریافت نکرد. برای جمع آوری داده‌ها از پرسشنامه‌ی درگیری تحصیلی زرنگ (2012) و آزمون نظریه‌ی ذهن استیرنمن (1999) استفاده شد. یافته‌های حاصل از آزمون یومان ویتنی در نرم افزار spss نشان داد آموزش سواد هیجانی موجب ارتقاء سطح نظریه‌ی ذهن و درگیری تحصیلی دانش‌آموزان می‌شود. لذا می‌توان از آموزش سواد هیجانی در مدارس و مراکز مشاوره در جهت افزایش نظریه‌ی ذهن و درگیری تحصیلی دانش‌آموزان بهره برد.
واژه‌های کلیدی: سواد هیجانی، درگیری تحصیلی، نظریه ذهن، دانش‌آموزان.
متن کامل [PDF 1112 kb]   (181 دریافت)    
نوع مطالعه: پژوهشي | موضوع مقاله: تخصصي
دریافت: 1401/11/23 | ویرایش نهایی: 1402/8/14 | پذیرش: 1402/9/19 | انتشار الکترونیک پیش از انتشار نهایی: 1402/9/19 | انتشار: 1403/4/6
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