مقایسه اثربخشی آموزش راهبردهای خودتنظیمی انگیزش و مهارت های ارتباطی بر استرس تحصیلی دانش‌آموزان استعدادهای درخشان تبریز

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان شناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 استاد، گروه روان شناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

3 استادیار، گروه روان شناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

چکیده

مقدمه و اهداف
شواهد نشان می­دهد که بخش عمده­ای از ناکامی ­های فراگیران، ریشه در استرس دارد. هدف از انجام پژوهش حاضر مقایسه اثربخشی آموزش راهبردهای خودتنظیمی انگیزش و مهارت­های ارتباطی بر استرس تحصیلی دانش ­آموزان دختر استعدادهای درخشان شهر تبریز بود.
مواد و روش ­ها
روش پژوهش از نوع نیمه­آزمایشی با طرح پیش­آزمون، پس­آزمون با گروه کنترل بود. آزمودنی­ های پژوهش شامل 90 نفر از دانش­آموزان پایه سوم دبیرستان ­های دخترانه استعدادهای درخشان ناحیه 4 و1 تبریز در سال تحصیلی 95-96 بودند که به روش تصادفی خوشه­ای انتخاب شدند و به طور تصادفی در هر یک از گروه­های دوگانه آزمایشی و کنترل قرار گرفتند. گروه اول یک دوره آموزش راهبردهای خودتنظیمی انگیزش را در 10 جلسه دریافت کرد و گروه دوم 10 جلسه آموزش مهارت­ های ارتباطی را طی کرد و گروه سوم )کنترل) نیز همزمان به برنامه­ های عادی کلاسی خود ادامه داد. ابزار استفاده­شده شامل پرسش­نامه استرس تحصیلی کوهن و فرازر بود.
یافته­ ها
تحلیل داده­ها با استفاده از روش تحلیل کواریانس تک­متغیره نشان داد که راهبردهای خودتنظیمی انگیزش و مهارت­های ارتباطی بر استرس تحصیلی اثر متفاوت داشته و روش مهارت­های ارتباطی در کاهش استرس تحصیلی اثربخش­تر است.
نتیجه­ گیری
اثربخشی مهارت­های ارتباطی برای کاهش استرس نسبت به روش راهبردهای خودتنظیمی انگیزش، در کنترل منابع استرس تحصیلی امری بدیهی به شمار می ­آید؛ بنابراین می­توان با انجام فنون مهارت­های ارتباطی، عملاً از تأثیرات منفی عوامل استرس­ زا کاست.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effectiveness of Teaching the Self-Regulatory Strategies of Motivation and Communication Skills on the Academic Stress of Tabriz Talented Students

نویسندگان [English]

  • Shahram Pourhossein Mollayousefi 1
  • Davood Hosseininasab 2
  • Amir Panahali 3
1 Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 Professor, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 Assistant Professor, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Background and Aim: Evidence shows that most of the learning disabilities are rooted in stress. The purpose of the present study was to compare the effectiveness of teaching self-regulation strategies of motivation and communication skills on academic stress of Tabriz talented female students.
Materials and Methods: The research method was quasi-experimental with pre-test, post-test, and control group. The research participants consisted of 90 female high school third grade students from regions 1 and 4 of Tabriz in 2016-2017 who were selected using cluster random sampling method and were randomly assigned to experimental and control groups. The first group received a training course on motivational self-regulation strategies in 10 sessions and the second group trained 10 sessions of communication skills training, and the third group (control group) continued regular classroom programs. Cohen and Frazer Educational Stress Questionnaire was used as the instrument.
Results: Data analysis, using single-variable covariance, showed that self-regulation strategies motivation and communication skills had different effects on academic stress and communication skills were more effective in reducing academic stress.
Conclusion: Effectiveness of communication skills to reduce stress versus self-regulation strategies of motivation is obvious in controlling the sources of academic stress. Therefore, by performing communication skills techniques, practically, the negative effects of stressors can be reduced.

کلیدواژه‌ها [English]

  • Self-regulating strategies of motivation
  • Communication skills
  • Educational stress
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