بررسی اثر بخشی آموزش روانشناسی مثبت‌گرا بر بهزیستی روانشناختی و پیشرفت تحصیلی (مطالعه موردی: دانش آموزان دختر مقطع متوسطه اول شهرستان آباده)
محورهای موضوعی : آموزش و پرورش
الهه اسلمی
1
(استادیار گروه روانشناسی، دانشگاه پیام نور، ص. پ. 19395-4697، تهران، ایران.)
سید جواد هاشمی اردکانی
2
(استادیار گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، ص. پ. 19395-4697، تهران، ایران.)
کلید واژه: شهرستان آباده, آموزش روانشناسی مثبت‌گرا, پیشرفت تحصیلی, نوجوانان, بهزیستی روانشناختی,
چکیده مقاله :
مقدمه و هدف: هدف پژوهش حاضر بررسی اثربخشی آموزش روانشناسی مثبت‌گرا بر بهزیستی روانشناختی و پیشرفت تحصیلی نوجوانان دختر شهرستان آباده بود.روش شناسی پژوهش: روش تحقیق شبه آزمایشی از نوع پیش آزمون و پس آزمون با گروه آزمایش و گواه بوده است. جامعه آماری این پژوهش را همه دختران دانش‌آموز مقطع متوسطه اول که در سال تحصیلی1400-1399 در شهرستان آباده مشغول به تحصیل بودند تشکیل داده اند. تعداد 30 دانش‌آموز به روش نمونه‌گیری هدفمند انتخاب و به صورت تصادفی در دو گروه آزمایش و گواه قرار گرفتند. به منظور گردآوری داده های پژوهش از مقیاس بهزیستی روانشناختی ریف (1989) و پیشرفت تحصیلی فام و تیلور (1999) استفاده شد. گروه آزمایش تحت آموزش روانشناسی مثبت‌گرا به مدت 10 جلسه قرار گرفتند و گروه گواه آموزشی دریافت نکردند. یافته‌ها: به منظور تجزیه و تحلیل داده‌ها از روش آماری تحلیل کوواریانس چند‌متغیره با استفاده از نسخه 22 نرم‌افزار SPSS استفاده شد. نتیجه این تحقیق نشان داد که تفاوت معناداری P< 0.001)) در بهزیستی روانشناختی و پیشرفت تحصیلی نوجوانان در بین دو گروه آزمایش و گواه مشاهده شد.بحث و نتیجه‌گیری: به عبارتی روانشناسی مثبت‌گرا باعث افزایش معنی‌دار بهزیستی روانشناختی و پیشرفت تحصیلی نوجوانان دانش‌آموزان دختر مقطع متوسطه اول شهرستان آباده شد.
The aim of this study was to investigate the effectiveness of positive psychology education on psychological well-being and academic achievement of female junior high school students in Abadeh city.The research method was quasi-experimental pre-test and post-test with experimental and control groups. The statistical population of this study consisted of female junior high school studentswho were studying in Abadeh city in the academic year 2020-2021. Thirty students were selected by purposive sampling and randomly divided into experimental and control groups. In order to collect research data, Ryff Psychological Well-Being Scale (1989) and Pham and Taylor (1999) Academic Achievement Scale were used. The experimental group was trained in positive psychology for 10 sessions and the experimental group did not receive any training. In order to analyze the data, the statistical method of analysis of covariance of multivariate using SPSS software version 22 was used. The results of this study showed that there was a significant difference (P <0.001) in psychological well-being and academic achievement of adolescents between the two groups of experiments and control. positive psychology education significantly increased psychological well-being and the academic achievement of adolescent female junior high school students of Abadeh thus we can teach it to students in schools.
References
- Abbasi, M., Davoodi, H., Heydari H., &Pirani, Z. (2019). The Effectiveness of Positive Psychology Training and Cognitive Self-Compassion on Students' Self-efficacy, Burnout, and Academic Self-Regulation. Medical Journal of Mashhad university of medical sciences, 62, 4, 1649-1660. ]in Persian[
- Arami, A., Tayebeh Sharifi, A. M. Ghazanfari, A., & Abedi, A. (2019). A Comparison of the Effectiveness of Fredrickson’s Positive Thinking and Dweck’s Mindset Programs on Psychological Capital of Gifted Ninth-Grade Girls with Test Anxiety in Isfahan. JOURNAL OF EXCEPTIONAL CHILDREN (RESEARCH ON EXCEPTIONAL HILDREN), 19, 3 , 37- 48. ]in Persian[
- Arslan, Ş. N., & Zincirli, M. (2020). As A Reflection of Positive Psychology on Education; Subjective Well-Being. Jass Studies-The Journal of Academic Social Science Studies, 13, 82, 131-145.
- Azimi Khoee, A., & Navabinejad, S. (2017). Examining the Effectiveness of Positive Thinking Skills Training on High School Girls’ Achievement Motivation in Tehran. QJFR, 13 (4), 43-60. ]in Persian[
- Bayani, A. A., Mohammad Koochekya, A., & Bayani, A. (2008). Reliability and Validity of Ryff’s Psychological Well-being Scales. IJPCP. 2008; 14 (2):146-151. URL: http://ijpcp.iums.ac.ir/article-1-464-fa.html. ]in Persian[
- Bolier, L., Haverman, M., Westerhof, G. J., Riper, H., Smit, F., Bohlmeijer, E. (2013). Positive
- psychology interventions: a meta-analysis of randomized controlled studies. BMC Public Health, 13:119.
- Bolier, L., Majo, C., Smit, F., Westerhof, G. J., Haverman, M., & Walburg, J. A. (2014). Cost-effectiveness of online positive psychology: Randomized controlled trial, The Journal of Positive Psychology, 9:5, 460-471, DOI: 10.1080/ 17439760.2014.910829.
- Bolier, L., Majo, C., Smit, F., Westerhof, G. J., Haverman, M., & Walburg, J. A. (2014). Cost-effectiveness of online positive psychology: Randomized controlled trial, The Journal of Positive Psychology, 9:5, 460-471, DOI: 10.1080/17439760.2014.910829
- Burns, R.A., & Machin, A. M. (2009). Investigating the structural validity of Ryff’s psychological well-Being scales across two samples, Social Indicators Research, 93(2), 359-375.
- Braun, A. A. (2016). Teaching well-being increases academic performance: evidence from Bhutan, Mexico, and Peru: University of Pennsylvania.
- Carr, A., Cullen, K., Keeney, C., Canning, C., Mooney, O., Chinseallaigh, E., & O’Dowd, A. (2021). Effectiveness of positive psychology interventions: a systematic review and meta-analysis. The Journal of Positive Psychology, 16(6), 749-769.
- Dortaj, f. (2004). The effect of mental process and outcome simulation on improving students' academic performance, construction and standardization of academic performance test. Ph.D. Thesis, Allameh Tabatabai University, Faculty of Educational Sciences and Psychology. ]in Persian[
- Farnam, A., & madadizade, T. (2017). Effect of Positive Training on Positive Psychological States (Character Strengths) of Female High School Students. Positive Psychology Research, 3(1), 61-76. Doi: 10.22108/ppls.2017.96495.0. ]in Persian[
- Ghadampour, E., Adavi, H., & Roshannia, S. (2018). The Effect of Positive Psychology on Love of Learning and Academic Resilience on Students. Journal of applied psychological research, 8, 4, 51-67. ]in persian[
- Gholtash,A., Oujinezhad, A. R., & Barzegar, M. (2020). An Investigation of the Impact of Meta Cognitive Training on the Educational Performance and Creativity of the Fifth-Grade Primary School Students. Journal of Educational Psychology, 1 (4), 119-135. ]in Persian[
- Green, S., Evans, O., & Williams, B. (2017). Positive psychology at work: Research and practice. In Positive psychology interventions in practice (pp. 185-206). Springer, Cham.
- Honarmand Zadeh, R., & sajjadian, I. (2016). Effectiveness of Positive Group Intervention on Psychological Wellbeing, Resiliency and Happiness of Foster Care Adolescent Girls. Positive Psychology Research, 2(2), 35-50. doi: 10.22108/ppls.2016.21335. ]in Persian[
- Jelínek M, Květon P, Burešová I, Klimusová H (2021) Measuring depression in adolescence: Evaluation of a hierarchical factor model of the Children’s Depression Inventory and measurement invariance across boys and girls. PLoS ONE 16(4): e0249943. https://doi.org/10.1371/journal.pone.0249943
- Lindfors, P., Berntsson, L., & Lundberg, U. (2006). Factor structure of Ryff's psychological well-being scales in Swedish female and male white-collar workers. Personality and IndividualDifferences, 40 (6), 1213-1222.
- Mortazavi Emami, S., Ahghar, G., Pirani, D., Z, Heidari, H., HamidiPour, R. (2019). The Effects of Positive Psychology Intervention on Self-Efficacy and Psychological Hardiness of Female Students. QJFR, 16 (2), 67-82. URL: http://qjfr.ir/article-1-1098-fa.html. ]in persian[
- Moskowitz, J. T., Cheung, E. O., Freedman, M., Fernando, C., Zhang, M. W., Huffman, J. C., & Addington, E. L. (2021). Measuring positive emotion outcomes in positive psychology interventions: a literature review. Emotion Review, 13(1), 60-73.
- Müller, R., Gertz, K.J., Molton, I.R., Terrill, A.L., Bombardier, C.H., Ehde, D.M., & Jensen, M.P. (2016). Effects of a Tailored Positive Psychology Intervention on Well-Being and Pain in Individuals With Chronic Pain and a Physical Disability: A Feasibility Trial. The Clinical Journal of Pain, 32, 32–44.
- Pham, L. B., & Taylor, S. E. (1999). From thought to action: Effects of process versus outcome basedmental simulations on performance. Personality and Social Psychology Bulletin, 25(2), 250-260.
- Pompili, M., Masocco, M., Vichi, M., Lester, D., Innamorati, M., Tatarelli, R., & Vanacore, N. (2009). Suicide among Italian adolescents: 1970–2002. European child & adolescent psychiatry, 18(9), 525-533
- Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of personality and social psychology, 69(4), 719.
- Ryff, C. D. (1989). Happiness is everything, or is it? Explorations on the meaning of psychological well-being. J Pers Soc Psychol, 57(6),1069-81. [DOI:10.1037/0022-3514.57.6.1069]
- Ryff, C. D. (2014). Psychological well-being revisited: Advances in the science and practice of eudaimonia. Psychother Psychosom, 83(1):10-28. [DOI:10.1159/000353263] [PMID] [PMCID]
- Seligman, M. Rashid, T., & Park, A. C. (2006). Positive psychotherapy. American Psychology, 61, 774 -788.
- Sin, N. L., & Lyubomirsky, S. (2009). Enhancing well-being and alleviating depressive
- symptoms with positive psychology interventions: a practice-friendly meta-analysis. J Clin Psychol, 65(5):467–87
- Seligman, M., Ernst, R. M., Gillham, J., Reivich, K., & Linkins, M. (2009). Positive education:
- positive psychology and classroom interventions. Oxf Rev Educ, 35(3): 293–311.
- Seligman, M. E., Steen, T. A., Park, N, et al (2005). Positive psychology progress: empirical validation of interventions. Am Psychol, 60:410–421.
- Shariat, S., Keshavarz Mohammadi, R., Hamidi, M., & Aghabzorgie, S. (2018). Effect of teaching positive thinking on mental vitality and psychological capitals in the women with marital conflicts. Fpcej,4 (1), 47-62. URL: http://fpcej.ir/article-1-174-fa.html. ]in persian[
- Zhang, X. Q., Zhang, B. S. & Wang, M. D. (2020). Application of a classroom-based positive psychology education course for Chinese medical students to increase their psychological well-being: a pilot study. BMC Med Educ 20, 323. https://doi.org/10.1186/s12909-020-02232- z.
_||_