دست‌آوردهای روان‌شناختی

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اطلاعات آماری نشریه

اخبار و اعلانات

راهنمایی مقالات به زبان انگلیسی

فرم های نشریه

راهنمای تهیه مقاله

راهنمای دریافت گزارش همانندجویی

راهنمای دریافت کد (ORCID)

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.

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the Effectiveness of School Success and Stress Management Program on Self-efficacy, Involvement, Burnout and Academic Performance of students

نویسندگان [English]

  • Majid Dolatkhah 1
  • Mohammad Ali Mohammadyfar 2
  • Ali Akbar Aaminbeidokhti 3
  • mahmood najafi 4

1 - Ph.D. of Student Educational Psychology, Department of Educational Psychology, Semnan University, Semnan, Iran

2 Assistant Professor, Department of Educational Psychology, Semnan University, Semnan, Iran

3 Professor, Department of Educational Management, Semnan University, Semnan, Iran

4 University Semnan, Semnan, Iran

چکیده [English]

Introduction
The purpose of this study was to compare the effectiveness of the school success program and stress management on self-efficacy, involvement, burnout and academic performance of students in district 1 of Ahvaz city. The school's success program is a preventive program based on a multidimensional therapeutic and corrective approach, and it focuses on increasing academic success and self-esteem, self-concept, self-efficacy, feeling relaxation at school, self-centered and school-oriented attitudes and goal oriented. Stress is a risk factor for health. Several studies have shown that students with high stress have raised more complaints at both physical and mental health levels. Students with high stress tend to perceive exams as hazardous or threatening in comparison with students with low stress. The sample was all male high school students in the first grade of the district one of Ahvaz city in the year 2017-2018.
 
Method
The statistical population of this study was all first-year high school students in the first grade of Ahvaz city, district one in 2017-2018. From this statistical population, a sample of 270 participants was selected through cluster random sampling. After performing a pre-test, 60 students were randomly assigned to all the first grade students and assigned to two experimental groups (each group with 20 participants) and one control group (20 participants). The present study included a pilot study with pre-test and post-test with a control group. The self-efficacy questionnaire (Morgan), academic involvememnt questionnaire (Zerang), academic burnout (Bersu et al.), and academic performance of students (the mean scores of academic grades in both the first and second academic semester) were used to measure the variables. School success and stress management interventions were considered for 10 sessions, (each session was two hours).
Results
Multivariate analysis of variance showed that success styles interventions and stress management increased self-efficacy, academic involvement and academic performance, while reducing academic burnout. Succeeding in school can play an important role in students' education.
 
Discussion
The two types of training can be used as complementary or supplementary programs to improve academic performance. This success method can play an important role in student education as it is in complete concordance with students' target learning activities.
 
 

کلیدواژه‌ها [English]

  • Success in School
  • Stress Management
  • Academic Self-Efficacy
  • Academic Involvement
  • Academic Burnout
  • Academic Performance
مراجع
Abolqasemi, SH., & Saeedi, M. (2012). The effectiveness of teaching coping strategies on Islamic stress and mantras on test anxiety in girls' high school students in Tonekabon. Journal of Psychology & Religion, 5 (2), 55-66. [Persian]
Ahola, K., & Hakanen, J. (2007). Job strain, burnout, and depressive symptoms: Aprospective study among dentists. Journal of Affective Disorders, 104 (1-3), 103-110.
Amire, A. (2011). Nomination affectiveness teachbeard skills and stress management on academic performance of Ahvaz Islamic azad university. M.A. Thesis of Psychology, Islamic Azad University, Khorasgan branch, Khorasgan. [Persian]
Antoni, M., Ironson, G., & Schneiderman, N. (1981). Cognitive-behavioral stress management for individuals living with HIV: Facilitator guide. Translated by: S. J. Al-Mohammad, S. Jokar, & H. T. Neshat Dust (2009). Isfahan: Jahad University Publication.
Arch, J., Ayers, C. R., Baker, A., Almklov, E., Dean, D. J., & Craske, M. G. (2013). Randomized clinical trial of adapted mindfulness-based stressreduction versus group cognitive behavioral therapy for heterogeneous anxiety disorders. Behaviour Research and Therapy, 51 (5), 185-196.
Azimi, M., Piri, M., & Zavar, T. (2015). The relationship between academic burnout and achievement motivation with academic performance of senior high school students. Journal of Instruction and Evaluation, 7 (27), 87-102. [Persian]
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, 50, 248-287.
Barrera, T. L., Mott, J. M., Hofstein, R. F., & Teng, E. J. (2013). A meta-analytic review of exposure in group cognitive behavioraltherapy for posttraumatic stress disorder. Clinical Psychology Review, 33 (1), 24-32.
Blashill, M. M. (2016). Academic stress and working memory in elementary school students. Ph.D.Thesis of philosophy, University of Northern Colorado, Colorado.
Brigman, G., & Campbell, C. (2003).Helping students improve academic achievement andschool success behavior. Professional School Counseling, 7 (2), 91-98.
Davy, M., Zargar, Y., & Davoodi, I. (2012). The effectiveness of stress management therapy on cognitive-behavioral stress on type a behavioral pattern and job stress. Journal of Psychological Achievements, Shahid Chamran University of Ahvaz, 4 (1), 198-175.
Dortaj, F., & Rajabiyan Dehzireh, M. (2018). The impact of distance education (based mooc) on academic engagementand its components among the students of PNU. Biquarterly Journal of Cognitive Strategies in Learning, 6 (10), 131-150. [Persian]
Dunne, M. P., Sun, J., Nguyen, N. D., Truc, T., Loan, K. X., & Dixon, J. (2010). The influence of educational pressure on the mental health of the adolescence in East Asia. Hue University Journal of Science, 61 (1), 18-27.
Evers, W. J. G., Brouwers, A., & Tomic, W. (2002). Burnout and self-efficacy: A study on teachers’ beliefs when implementing an innovative educational system in the Netherlands. British Journal of Educational Psychology, 72, 227-243.
Foroutanbagha, P., Nezami, M., Soltaninejad, A., Eskandari, H., & Manzari Tavakoli, V. (2015). He effectiveness of life skills training on self-esteem and academic self-efficacy of the students. Applied Psychological Research Quarterly, 6 (3), 61-72. [Persian]
Gerler, E. R., & Anderson, R. F. (1986). The effects of classroom guidance on children’s success in school. Journal of Counseling & Development, 65, 78-81.
Gerler, E. R., & Drew, N. S. (1990). Succeeding in middle school: A multimodal approach. Elementary School Guidance & Counseling, 24 (4), 263-272.
Gerler, E. R., & Herndon, E. Y. (1993). Learninghow to succeed academically in middle school. Elementary School Guidance & Counseling, 27 (3), 186-198.
Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The Clearing House: A Journal of Educational, 72 (4), 224-230.
Lazarus, R. S. (1982). Thoughts on the relations between emotion and cognition. American Psychologist, 37 (9), 1019-1024.
Lee, R. S. (1993). Effects of classroom guidance on student achievement. Elementary School Guidance & Counseling, 27, 163-172.
Lim, D. H., & Kim, H. (2003). Motivation and learner characteristics affecting online learning and learning application. Journal of Educational Technology Systems, 31 (4), 423-439.
Linen Brink, E. A., & Pintrich, P. R. (2002). Motivation as enabler of academic success. School Psychology Review, 31 (3), 313-327.
Misra, R., McKean, M., West, S., & Tony, R. (2000). Academic Stress of Colloege Students: Comparison of Student and Faculty Perceptions. College Student Journal, 34 (2), 236-246
MoghimIslam, M., Jafari, P., & Hoseini, M. (2013). Impact of stress management training on the girl high school student academic achievement. Procedia-Social and Behavioral Sciences, 89, 22-26. [Persian]
Monzari Tavakoli, A. (2002). Study of the relationship between the motivation for progress, the core of control and academic achievement among high school students in Shiraz. M.A. Thesis of Educational Psychology, Shiraz University, Shiraz. [Persian]
Putwain, D., & Symes, W. (2011). Perceived fear appeals and examination performance: Facilitating or debilitating outcomes?. Learning and Individual Differences, 21 (2), 227-32
Putwain, D., Sander, P., & Larkin, D. (2013) Academic self-efficacy in study-related skills and behaviours: relations with learning-related emotions and academic success. British Journal of Educational Psychology, 83, 633-650.
Reeve, J., & Tseng, M. (2011). Agency as a fourth aspect of student engagement during learning activities. Contemporary Educational Psychology, 36, 257–267.
Reeve, J., Jane, H., Carrell, D., Jean, S., & Brach, J. (2004). Enhancing student engagement by increasing teacher’s autonomy support. Journal of Motivation & Emotion, 28 (2), 147-169.
Rezaei, A., Khorshah, M., & Hamidi, R. (2012). Investigating the relationship between personality characteristics, motivational beliefs and learning strategies with academic performance of students in humanities and basic sciences. Educational Psychology (Psychology and Educational Sciences), 8 (26), 11-37. [Persian]
Ruben, A. M. (1989). Preventing school dropouts through classroom guidance. Elementary School Guidance and Counseling, 24 (1), 21-29.
Saadat, S., Asghari, F., & Jazayeri, R. (2015). The relationship between academic self-efficacy with perceived stress, coping strategies and perceived social support among students of University of Guilan. Iranian Journal of Medical Education, 15, 67-78
Salmela-Aro, K., & Natanen, P. (2005). BBI-10: Nuorten kouluuupumus-menetelma, adolescent school hourn out method. Helsinki: Edita Publishing.
Salmela-Aro, K, Savolainen, H., & Holopainen. L. (2008). Depressive symptoms and school burnout during adolescence: Evidence from two cross longitudinal studies. Journal of Youths and Adolescence, 38 (10), 1316-1327.
Samavi, S. A., Ebrahimi, K., & Javdan, M. (2016). Relationship between academic engagements, self-efficacy and academic motivation with academic achievement among high school students in Bandar Abbas. Journal of Cognitive Strategies in Learning, 4 (7), 71-92. [Persian]
Saif, A. (2005). Educational psychology (psychology of learning and education). Tehran: Agah Publication. [Persian]
Saif, D., & Khayyer, M. (2007). The relationship between motivation belifes and learning approaches among students. Journal of Education Shahid Chamran University of Ahvaz, 3 (1), 1-8. [Persian]
Shabani, H. (2002). Educational skills (12 ed.). Tehran: Samt Publication. [Persian]
Sheikholeslami, A., Karimian Pour, GH., & Wisay, R. (2016). The prediction of academic burnout based on the quality of academic life and the hope of employment in students. Journal of Educational Psychology, 12 (39), 25-43. [Persian]
Soltani, M., Aminoroaia, M., & Attari, A. (2008). Effect of stress managament skills training on the academic achievement of highschool girl students. Journal of Research in Behavioural Sciences, 6 (1),9-16. [Persian]
Tan, J. B., & Yates, Sh. (2011). Academic expectations as sources of stress in Asian Students. Social Psychology of Education, 14(3), 389-407.
Yang, H., & Fran, C. (2005). An invenstigation the factors mis student burnout in technical – viocational collegc.computersin human behavior yang, hui-jen. Factors affecting student burnout and academic achievement in multiple enrollment programs in talwans technical-vocational collegwes international. Journal of Educational Development, 21, 917-932.
Yazdani, A. (2012). Investigating the relationship between personality characteristics of hardiness and resilience with academic achievement in arthritis university students in 2012. Ph.D.Thesis of General Health, Army University of Medical Sciences of the Islamic Republic of Iran, Tehran. [Persian]
Yerkes, R. M., & Dodson, J. D. (1908). The relation of strength of stimulus to rapidity of habit-formation. Journal of Comparative Neurology and Psychology, 18 (5), 459-482.
Zang, Y., Gan, Y., & Cham, H. (2007). Heining.Prefectionism, Academic burnout and engagement among chine secollege students: A structural equation modeling analysis. Personality & Invidual Differences, 43 (6), 1529-1540.
Zerang, R. (2012). The relationship between learning styles and academic engagement with students' academic performance in Ferdowsi University of Mashhad. M.A. Thesis of Psychology, Ferdowsi University of Mashhad, Mashhad. [Persian]
Zyromski, B. (2007). Succeeding in school: A qualitative analysis. M.A. Thesis of Psychology, North Carolina State University, Raleigh.
دست‌آوردهای روان‌شناختی
دوره 25، شماره 2 - شماره پیاپی 20
دی 1397
صفحه 163-180
فایل ها
سابقه مقاله
  • تاریخ دریافت: 04 تیر 1397
  • تاریخ بازنگری: 17 آذر 1397
  • تاریخ پذیرش: 17 شهریور 1397
هم رسانی
ارجاع به این مقاله
آمار