نوع مقاله : مقاله پژوهشی

نویسندگان

• حسن جرفی ¹
• غلامحسین عبادی ²

¹ استادیار دانشگاه فرهنگیان

² گروه تعلیم و تربیت آموزش و پرورش

چکیده

هدف از پژوهش حاضر بررسی اثربخشی آموزش سواد عاطفی بر خودنظم‌جویی هیجانی، ارتباط بین فردی و اشتیاق تحصیلی می‌باشد. طرح پژوهش حاضر نیمه آزمایشی از نوع پیش‌آزمون-پس‌آزمون-پیگیری با گروه آزمایش و کنترل می‌باشد. جامعه آماری پژوهش شامل کلیه دانش‌آموزان پسر مقطع اول متوسطه شهرستان شوشتر در سال تحصیلی 1403-1402 بوده است که از بین آن‌ها تعداد 40 نفر از طریق روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. قبل از شروع آزمایش هدف از اجرای مطالعه برای آن ها تشریح شد وپس از ایجاد آمادگی به طور همزمان ازهر دو گروه آزمودنی‌ها خواسته شد تا پرسشنامه نظم-جویی هیجانی گراس و جان، پرسشنامه مهارت‌های ارتباطی منجمی‌زاده و پرسشنامه اشتیاق تحصیلی فردریکز و همکاران را تکمیل نمایند ( پیش آزمون) . سپس آزمودنی‌های گروه آزمایش در 8 جلسه 60 دقیقه‌ای آموزش سواد عاطفی شرکت داده شدند اما آزمودنی‌های گروه کنترل هیچگونه مداخله‌ای دریافت نکردند (اجرای متغیر آزمایش ). پس از برگزاری جلسات آموزشی هر دو گروه برای بار دوم به سه پرسشنامه قبلی پاسخ دادند و بعد از گذشت 45 روز بار دیگر پرسشنامه‌های پژوهش را تکمیل نمودند. داده‌ها با استفاده از روش تحلیل واریانس با اندازه‌های تکراری تحلیل شدند. نتایج نشان داد که آموزش سواد عاطفی بر بهبود خودنظم‌جویی هیجانی، ارتباط بین فردی و اشتیاق تحصیلی دانش‌آموزان مؤثر می‌باشد و پس از 45 روز آموزش سواد عاطفی بر متغیرهای خود نظم جویی هیجانی ، ارتباط بین فردی و اشتیاق تحصیلی دانش آموزان اثر بخشی اشته است .

کلیدواژه‌ها

• سواد عاطفی
• خودنظم‌جویی هیجانی
• ارتباط بین فردی
• اشتیاق تحصیلی

موضوعات

• روان‌شناسی تربیتی

عنوان مقاله [English]

The Effectiveness of Emotional Literacy Training on Emotional Self-Regulation, Interpersonal Communication and Academic Engagement in male students of the first secondary level of Shushtar city

نویسندگان [English]

• hassan jorfi ¹
• Gholamhosien Ebadi ²

¹ Associate Professor of Farhangian University

² Educatin

چکیده [English]

Introduction
Emotional self-regulation is an important process in research, treatment and psychopathology and some physical pathological states and refers to actions that are used to change or adjust emotional experience and the intensity or type of emotional experiences. Considering that the way a student interacts with others plays a role in academic engagement and emotional self-discipline. Interpersonal communication skills are part of life skills through which students can engage in interpersonal interactions in the educational environment. Creating effective interpersonal communication during adolescence, in addition to improving mental health, psychological well-being, reducing depression, reducing academic anxiety can lead to more academic engagement them. Academic engagement is a construct that was first proposed to understand and explain academic failure and was considered as the basis for reformist efforts in the field of education. One of the ways to improve emotional self-regulation, interpersonal communication skills and academic engagement in students is teaching emotional literacy. Emotional literacy is the ability to understand one's feelings, listen and empathize with others and express feelings effectively. This research aims to investigate the effectiveness of emotional literacy training on emotional self-regulation skills, interpersonal communication skills, and academic engagement.

Method
The research method is applied based on purpose and based on data collection, quasi-experimental with pre-test-post-test design and control group. The statistical population included all male students of the first grade of high school in Shushtar city in the academic year of 1402-1403. From the target population, 40 students were selected by random sampling method and assigned to experimental (20) and control (20) groups. First, pre-tests were performed for both groups. The experimental group received emotional literacy training in 8 sessions of 60 minutes over 45 days. Data collection tools were questionnaires by Gross and John's Emotional Regulation Questionnaire, Manjmizadeh's communication skills questionnaire, and Fredericks et al.'s academic engagement questionnaire. The results were analyzed using an analysis of covariance.

Results
The results showed that there is a significant difference between the experimental group and the control group in terms of at least one of the research variables (F=131.328 and p<0.001). To further investigate this difference, variance analysis with single variable repeated measures on the scores emotional self-regulation, interpersonal communication and academic engagement were done. The F ratio of the interaction of time and group for the variable of emotional self-regulation (F= 233.348 and p < 0.001) is significant. Also, the F ratio of time and group interaction for interpersonal communication variable (F = 148.923 and p < 0.001) is significant. In addition, the F ratio of time and group interaction for the variable of academic engagement (F=250.116 and p>0.001) is significant. In order to better define the experimental and control groups in the post-test and follow-up of emotional self-regulation, interpersonal communication and academic engagement, Ben-Froni's post hoc test was used to compare the adjusted averages. The results show that the difference in the adjusted mean of emotional self-regulation between the experimental group and the control group in the post-test phase is 10.009 and this difference is statistically significant at the p<0.001 level. This result shows that the experimental group performed better in the variable of emotional self-regulation in the post-test stage compared to the control group. Also, the difference between the adjusted mean of emotional self-regulation between the experimental group and the control group in the follow-up phase is 7.756, and this difference is statistically significant at the p<0.001 level. This result shows that the experimental group had a better performance in the variable of emotional self-regulation in the follow-up phase compared to the control group. Also, the adjusted average difference between the experimental group and the control group in the post-test stage is 12.938 and this difference is statistically significant at p<0.001 level. This result shows that the experimental group performed better in the interpersonal communication variable in the post-test stage compared to the control group. Also, the difference between the adjusted average of the interpersonal relationship between the experimental group and the control group in the follow-up phase is 11.682, and this difference is statistically significant at the p<0.001 level.
Discussion
The results showed that emotional literacy training is effective in improving emotional self-regulation, interpersonal communication and academic engagement of students.

کلیدواژه‌ها [English]

• Emotional literacy
• Emotional self-regulation
• Interpersonal communication
• Academic engagement