مقایسه اثربخشی "برنامه موفقیت در مدرسه"و"مدیریت استرس"بر خودکارآمدی، درگیری، فرسودگی و عملکرد تحصیلی دانش‌آموزان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه سمنان، سمنان، ایران

2 استادیار گروه روان‌شناسی تربیتی، دانشگاه سمنان، سمنان، ایران (نویسنده مسئول)

3 استاد گروه مدیریت آموزشی، دانشگاه سمنان، سمنان، ایران

4 عضو هیات علمی دانشگاه سمنان

چکیده

هدف پژوهش حاضر، مقایسه‌ی اثربخشی برنامه موفقیت در مدرسه و مدیریت استرس بر خودکارآمدی، درگیری، فرسودگی و عملکرد تحصیلی دانش‌آموزان در شهر اهواز می‌باشد. جامعه آماری این مطالعه کلیه‌ی دانش‌آموزان پسر پایه اول دوره متوسطه اول آموزش‌ و پرورش ناحیه یک اهواز در سال 97-1396 بود. از این جامعه آماری، ابتدا به تعداد 270 دانش‌آموز به روش تصادفی خوشه‌ای چندمرحله‌ای و سپس تعداد 60 دانش‌آموز که در پرسشنامه خودکارآمدی نمره پایین کسب کردند به‌عنوان نمونه انتخاب شدند. شرکت‌کنندگان به‌صورت تصادفی به دو گروه آزمایشی (هر گروه 20 نفر) و یک گروه گواه (20 نفر) تقسیم شدند. پژوهش حاضر یک تحقیق آزمایشی و از نوع پیش‌آزمون - پس‌آزمون با گروه گواه بود. برای سنجش متغیر‌های مورد مطالعه از پرسشنامه‌های خودکارآمدی تحصیلی مورگان، درگیری تحصیلی زرنگ، فرسودگی تحصیلی برسو و همکاران و عملکرد تحصیلی دانش‌آموزان در دو نوبت اول و دوم، استفاده شد. مداخله شامل آموزش برنامه موفقیت در مدرسه و مدیریت استرس، هر کدام 10 جلسه 120 دقیقه‌ای بود. نتایج تحلیل کوواریانس چند‌متغیری نشان داد که دو روش مداخله "برنامه موفقیت در مدرسه" و "مدیریت استرس"، باعث افزایش خودکارآمدی، درگیری و عملکرد تحصیلی و از طرف دیگر کاهش فرسودگی تحصیلی شده است. این پژوهش نشان داد که بین اثربخشی برنامه موفقیت در مدرسه و مدیریت استرس تفاوت معنی‌داری وجود ندارد و هر دو می‌توانند به‌عنوان برنامه تکمیلی در بهبود عملکرد تحصیلی تأثیرگذار باشند.

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