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تاثیر مداخله آموزشی هوش مثبت بر توانمندی‌های منشی و معنای زندگی معلمان دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران.

2 استادیار گروه روانشناسی تربیتی و شخصیت، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات، تهران، ایران.

3 دانشیار گروه روان‌شناسی تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

4 دانشیار گروه روان‌شناسی تربیتی، واحد رودهن، دانشگاه آزاد اسلامی، رودهن ، ایران.

چکیده

پژوهش حاضر با هدف تعیین تاثیر بسته آموزشی هوش مثبت در ارتقای توانمندی‌های منشی و معنای زندگی معلمان دوره ابتدایی انجام شد. طرح پژوهش حاضر نیمه‌آزمایشی با دو گروه آموزش هوش مثبت و کنترل است که بر اساس هدف کاربردی است. حجم نمونه شامل شامل 44 معلم دوره ابتدایی بود که به شیوه نمونه‌گیری ملاکی انتخاب و به طور تصادفی به دو گروه آموزش هوش مثبت (22 نفر) و کنترل (22 نفر) گمارده شدند. تمام شرکت‌کنندگان از طریق پرسشنامه توانمندی و ارزش‌ها در عمل سلیگمن و پرسشنامه معنا در زندگی در سه مرحله پیش‌آزمون، پس‌آزمون و پیگیری یک ماهه مورد سنجش قرارگرفتند. داده‌ها با استفاده از آزمون تحلیل ورایانس آمبخته طرح اندزه‌گیری تکراری، تحلیل شدند. در گروه آموزشی هوش مثبت، زیرمولفه‌های توانمندی منش شامل خلاقیت، کنجکاوی، هوش اجتماعی، معنویت و امید بطورمعناداری نسبت به خط‌پایه ارتقا یافتند (0001/0=p). در مولفه معنای زندگی نیز افزایش معناداری در گروه آموزش هوش مثبت مشاهده شد (0001/0=p). با توجه به نتایج مطالعه حاضر، می‌توان گفت که آموزش هوش مثبت باعث بهبود توانمندی‌های شخصیتی و معنای زندگی در معلمان مدارس ابتدایی می‌شود. از این رو کاربرد آن برای سایر معلمان و مربیان توصیه می‌گردد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Positive Intelligence Training on Character Strengths and Life Meaning of the Elementary Teachers

نویسندگان [English]

  • Akram Shaterdalal Yazdi 1
  • Abotaleb Saadati 2
  • Hassan Asadzadeh 3
  • Khadijeh Abolmaali Alhosseini 4

1 PhD Candidate of Educational Psychology, Tehran Science and Research Branch, Islamic Azad University, Tehran, Iran.

2 Assistant Professor, Department of Educational Psychology and personality, Tehran Science and Research Branch, Islamic Azad University, Tehran, Iran.

3 3Associate Professor of Department of Educational Psychology, Allame Tabatabaei University, Tehran, Iran.

4 Associate Professor of Department of Educational Psychology, Rudehen branch, Islamic Azad University, Rudehen, Iran.

چکیده [English]

This study aimed to investigate the effects of positive intelligence training on character Strengths and life meaning of elementary school teachers. The present study is a semi-experimental study of pre-test, post-test and follow-up assessments. Forty-four elementary school teachers were selected regarding the inclusion and exclusion criteria and randomly allocated to the positive intelligence training group (n=16), and control group (n=16). All participants were assessed at baseline, post-test and follow-up by Values in Action-Inventory of Strengths questionnaire and Meaning of Life Questionnaire. The training group received eight 1-hour training sessions online. Data were analyzed by mixed analysis of the variance test. The results showed that the trend of changes in character strength subcomponents such as creativity, curiosity, social intelligence, spirituality and hope in the experimental group compared to the control group was significant (P= 0.0001). In addition, on the meaning of life, a significant increase was observed in the positive intelligence training group (P= 0.0001). According to the results of the present study, it could be said that positive intelligence training has successfully improved character Strengths and life meaning in elementary school teachers, so it is recommended for other teachers and educators.

کلیدواژه‌ها [English]

  • Positive Intelligence
  • Character Strengths
  • Meaning of Life
  • Elementary Teachers
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دست‌آوردهای روان‌شناختی
دوره 29، شماره 1 - شماره پیاپی 27
تیر 1401
صفحه 79-96
فایل ها
سابقه مقاله
  • تاریخ دریافت: 06 مرداد 1400
  • تاریخ بازنگری: 15 دی 1400
  • تاریخ پذیرش: 20 اسفند 1400
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