نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری تخصصی، گروه روانشناسی تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران
2 . استاد، گروه علوم توانبخشی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی ایران، تهران، ایران
3 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان کردستان، سنندج، ایرا ن
4 استادیار، گروه روانشناسی تربیتی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.
چکیده
چکیده
پژوهش حاضر باهدف بررسی تأثیر آموزش شایستگیهای عاطفی اجتماعی بر سرمایة روانشناختی و بهبود مهارتهای اجتماعی با دانشآموزان ابتدایی انجام شد. پژوهش از لحاظ هدف کاربردی و از نظر روش نیمهآزمایشی با طرح پیشآزمون و پسآزمون با گروه کنترل ناهمسان بود. جامعه آماری کلیه دانشآموزان پسر مشغول به تحصیل در مدارس دوره دوم ابتدایی شهر قزوین در سال 1400-1399 به تعداد 18795 نفر شامل میشد. نمونه پژوهش شامل شصت دانشآموز بود که به روش نمونهگیری در دسترس انتخاب و بهصورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. ابزار سنجش، پرسشنامه سرمایه روانشناختی لوتانز (2007) و مهارتهای اجتماعی گرشام و الیوت (1987) بود. گروه آزمایش آموزش شایستگی عاطفی اجتماعی را طی بیست و هشت جلسه چهل پنجدقیقهای در چهار ماه دریافت کردند و گروه گواه هیچ مداخلهای دریافت نکردند. پس از اتمام جلسات آموزشی، هر دو گروه پس از پایان آموزش مجدداً پرسشنامهها را تکمیل نمودند. دادهها با استفاده از تحلیل کوواریانس تکمتغیره و چندمتغیره با نرمافزار spss 23 تحلیل شد. یافتهها: نتایج تحلیل کوواریانس نشان داد، بین دو گروه آزمایش و کنترل در طی مراحل پژوهش تفاوت معناداری در سرمایه روانشناختی و مهارتهای اجتماعی در سطح (p<0.001) وجود دارد. نتایج پژوهش بیان میکند که آموزش شایستگیهای عاطفی اجتماعی به روش مداخله کسل میتواند منجر به ارتقای سرمایه روانشناختی و بهبود مهارتهای اجتماعی دانشآموزان شود.
کلیدواژهها
موضوعات
عنوان مقاله [English]
The Effect of Online Education of Social Emotional Competences Based on CASEL interventionl on Psychological Capital and Improvement of Social Skills Primary School Students
نویسندگان [English]
- fatemeh Bahrami 1
- Hasan ashayeri 2
- *, seif-allah rahmani 3
- hooshang Jadidi 4
1 Ph.D. student of Educational Psychology Department, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
2 Professor, Department of Rehabilitation Sciences, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
3 3. Assistant Professor, Department of Educational Sciences, Farhangian University of Kurdistan, Sanandaj, Iran
4 Assistant Professor, Department of Educational Psychology, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran.
چکیده [English]
Introduction
Educational psychologists believe that people's success is not only dependent on cognitive skills and social-emotional skills also have an effect in predicting people's success. Social-emotional learning helps people feel more competent and effective in daily responsibilities and life challenges. Social-emotional learning has been developed as a conceptual framework for promoting children's cognitive, emotional, and academic competencies. It is generally assumed that social, emotional, mental, physical and moral skills are the foundation of all competences and learning in childhood.The present study was conducted with the aim of investigating the effect of teaching social-emotional skills on psychological capital and improving social skills with primary school students
Method
The research was applied in terms of objective and in terms of method was semi-experimental, also designed with a pre-test, post-test and the heterogeneous control group. The statistical population contains all male students studying in the second primary schools of Qazvin city in 1399-1400 was 18795 people and teachers were 590 people. The research sample included 60 students and 5 teachers who were selected by available sampling method and were randomly divided into two experimental and control groups. The measurement tool was Luthans (2007) psychological capital questionnaire and Gresham and Elliott (1987) social skills questionnaire. The experimental group received social-emotional competence training during twenty-eight sessions of forty-five minutes in four months, and the control group did not receive any intervention. After the training sessions, both groups completed the questionnaires again.
The data were analyzed at two descriptive levels (mean and standard deviation) and inferential (single and multivariate covariance analysis) with SPSS-23 software.
Results
The results showed a significant difference in psychological capital and social skills between the experimental and control groups. The findings emphasize the positive impact of strategic education of social-emotional competencies, especially through the CASEL intervention method, on the psychological capital and improvement of students' social skills.
This means that there is a significant relationship between pre-test and post-test scores of psychological capital (self-efficacy, F=87/247 optimism,F=115/345; hope,F=33/384 and resilience F=9/913) based on, P=0.001 and P=0.003 and the effect sizes of these variables are equal to ./702; /757; ./474 ;./211 respectively; it shows that the effect size of the optimism component is stronger and the effect of the resilience component is weaker. There is a significant relationship between the pre-test and post-test scores of social skills, F=128/194 and P=0.001 with an effect size of. /776.
Discuss
The results of the research state that the teaching of social-emotional skills by the Kessel intervention method by relying on self-awareness, self-management, social awareness and social management can lead to the promotion of psychological capital and improvement of students' social skills. These insights have practical achievements for educators and the need to integrate social-emotional learning. In university curricula, they emphasize the comprehensive development of the student.
کلیدواژهها [English]
- Keywords :Psychological Capital
- Social-Emotional Competences
- Social Skills