اثربخشی آموزش مبتنی بر روان‌شناسی مثبت‌نگر مبتنی بر مدل پرما بر جهت‌گیری آینده، چشم‌انداز زمان و خودکارآمدی در دانش‌آموزان دختر

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه روانشناسی، واحد یاسوج، دانشگاه آزاد اسلامی، یاسوج، ایران.

2 دانشیار گروه روانشناسی، واحد یاسوج، دانشگاه آزاد اسلامی، یاسوج، ایران.

3 استادیار گروه روانشناسی و علوم تربیتی، واحد یاسوج، دانشگاه آزاد اسلامی، یاسوج، ایران.

10.22055/psy.2023.44034.3058
چکیده
از مهم‌ترین دغدغه‌های نظام‌های آموزشی، ارتقای بهزیستی و عملکرد مطلوب فراگیران است. از آنجا که عوامل فردی و اجتماعی متفاوتی در بهزیستی، سلامت روان و عملکرد مطلوب تأثیرگذار است، مداخله‌ی مؤثر برای بهبود و ارتقای آن‌ها ضروری به نظر می‌رسد. هدفِ پژوهش، بررسی اثربخشی آموزش مبتنی بر روان‌شناسی مثبت (مدل پرما) بر جهت‌گیری آینده، خودکارآمدی و چشم‌انداز زمان دانش‌آموزان دختر می‌باشد. روش پژوهش از نوع طرح‌های نیمه‌آزمایشی با استفاده از اجرای پیش‌آزمون، پس‌آزمون و پیگیری با گروه کنترل می‌باشد. در پژوهش حاضر گروه آزمایش تحت آموزش بسته پرما قرار گرفتند و گروه کنترل در لیست انتظار، جامعه آماری کلیه دانش‌آموزان دختر دوره متوسطه دوم (پایه یازدهم) شهر یاسوج در سال تحصیلی 1401-1400 بود. روش نمونه‌گیری، خوشه‌ای چند مرحله‌ای و ابزارهای مورد استفاده، پرسشنامه جهت‌گیری‌آینده Di Maggio et al.، مقیاس خودکارآمدی دانش‌آموزان Muris، مقیاس چشم‌انداز زمانی Zimbardo بود. بر پایه نتایج پژوهش، اثر مدل پرما بر جهت‌گیری آینده در گروه مداخله پرما و کنترل در پس‌آزمون معنی‌دار و مثبت است؛ یعنی آموزش مبتنی بر روان‌شناسی مثبت به بهبود جهت‌گیری آینده و تاب‌آوری در پس‌آزمون منجر می‌شود. یافته‌ها همچنین نشان داد که اثر آموزش مدل پرما بر خودکارآمدی دانش‌آموزان در پس‌آزمون معنی‌دار است؛ یعنی آموزش مبتنی بر روان‌شناسی مثبت به افزایش مؤلفه‌های شناختی، انگیزشی و فراشناختی خودکارآمدی منجر می‌شود (P<0.05). همچنین، یافته‌ها نشان داد که اثر آموزش مدل پرما بر چشم انداز زمانی دانش‌آموزان در پس‌آزمون و پیگیری معنی‌دار نیست. بر اساس یافته‌های پژوهش، باید به فرآیندهای برنامه‌ریزی و اجرای مداخله و تلفیق هر دو ویژگی مثبت و منفی عملکرد انسان توجه بیشتری شود؛ چرا که آموزش و تمرین مبتنی بر روان‌شناسی مثبت متمرکز بر آگاهی، می‌تواند مبنای طراحی و اجرای بسیاری از مداخلات باشد.

کلیدواژه‌ها


عنوان مقاله English

The Effectiveness of Education Based on Positive Psychology Based on the Perma Model on Future Orientation, Time Perspective and Self-efficacy in Female Students

نویسندگان English

Seyydeh Razieh Zakarianzadeh 1
Qader zadeh Bagheri 2
Alireza Maredpour 3
1 * Assistant Professor, Department of Psychology, Yasouj Branch, Islamic Azad University, Yasouj, Iran.
2 Assistant Professor, Department of Psychology, Yasouj Branch, Islamic Azad University, Yasouj, Iran.
3 Assistant Professor of Psycology, Islamic Azad University of Yasuj, Iran.
چکیده English

Promoting students’ well-being and optimal functioning is among the foremost priorities of educational systems. Given that both individual and social factors substantially influence well-being, mental health, and academic functioning, implementing effective interventions to enhance these outcomes is essential. The present study aimed to examine the effectiveness of a Positive Psychology Intervention (PERMA model) on future orientation, self-efficacy, and time perspective among female high school students. This study employed a quasi-experimental design with pretest, posttest, and follow-up assessments alongside a control group. Participants in the experimental group received a PERMA-based intervention, whereas those in the control group were placed on a waiting list. The statistical population comprised all 11th-grade female students enrolled in public high schools in Yasuj, Iran, during the 2021–2022 academic year. Participants were selected using a multistage cluster sampling method. Data were collected using the Future Orientation Questionnaire developed by Di Maggio et al., the Self-Efficacy Questionnaire for Children (SEQ-C) by Muris, and the Zimbardo Time Perspective Inventory (ZTPI). The findings demonstrated that the PERMA-based intervention had a significant positive effect on future orientation at posttest compared with the control group, indicating that positive psychology training enhanced students’ future orientation (p < .05). Furthermore, the intervention significantly improved students’ self-efficacy, reflected in increases across its cognitive, motivational, and metacognitive dimensions (p < .05). However, no significant effects of the PERMA intervention were observed on students’ time perspective at either the post-test or follow-up assessment. The findings suggest that greater attention should be devoted to the planning and implementation of positive psychology interventions while integrating both positive and negative aspects of human functioning. Awareness-based positive psychology training may provide a valuable foundation for the development and implementation of evidence-based educational and psychological interventions.

کلیدواژه‌ها English

Future orientation
Time perspective
Self-efficacy
Positive psychology
PERMA model
Arce, E., Simmons, A. N., Stein, M. B., Winkielman, P., Hitchcock, C., & Paulus, M. P. (2009). Association between individual differences in self-reported emotional resilience and the affective perception of neutral faces. Journal of Affective Disorders, 114(1–3), 286–293. https://doi.org/10.1016/j.jad.2008.08.015 
Bachem, R., & Casey, P. (2018). Adjustment disorder: A diagnosis whose time has come. Journal of Affective Disorders, 227, 243–253. https://doi.org/10.1016/j.jad.2017.10.034 
Block, J., & Kremen, A. M. (1996). IQ and ego-resiliency: Conceptual and empirical connections and separateness. Journal of Personality and Social Psychology, 70(2), 349–361. https://doi.org/10.1037/0022-3514.70.2.349 
Ceccon, C., & Moscardino, U. (2022). Impact of COVID-19 and lockdown on mental health and future orientation among young adult asylum seekers in Italy: A mixed-methods study. Transcultural Psychiatry, 59(6), 782–796. https://doi.org/10.1177/13634615211065341 
Charalampous, M., Grant, C. A., Tramontano, C., & Michailidis, E. (2019). Systematically reviewing remote e-workers’ well-being at work: A multidimensional approach. European Journal of Work and Organizational Psychology, 28(1), 51–73. https://doi.org/10.1080/1359432X.2018.1541886
Clifton, J. D. (2020). Happy in a crummy world: Implications of primal world beliefs for increasing well-being through positive psychology interventions. The Journal of Positive Psychology, 15(5), 691–695. https://doi.org/10.1080/17439760.2020.1789702 
Cohn, M. A., & Fredrickson, B. L. (2010). In search of durable positive psychology interventions: Predictors and consequences of long-term positive behavior change. The Journal of Positive Psychology, 5(5), 355–366. https://doi.org/10.1080/17439760.2010.508883
Darfshan, M., & Fouladchang, M. (2022). Comparing the effectiveness of training based on the PERMA model and psychological empowerment on students' future orientation and self-actualization. Journal of Education and Learning Studies, 13(2), 24–50. [Persian]
Dawood, R. (2014). Positive psychology and child mental health: A premature application in school-based psychological intervention? Procedia - Social and Behavioral Sciences, 113, 44–53. https://doi.org/10.1016/j.sbspro.2014.01.009
Di Maggio, I., Ginevra, M. C., Nota, L., & Soresi, S. (2016). Development and validation of an instrument to assess future orientation and resilience in adolescence. Journal of Adolescence, 51, 114–122. https://doi.org/10.1016/j.adolescence.2016.06.005 
Goudarzi, M., Ghasemi, N., Ghadampour, E., & Gholamrezaie, S. (2019). The effectiveness of positive psychotherapy on time perspective, emotional well-being, and optimism in students with depressive disorder symptoms. Journal of Woman and Family Studies, 7(2), 157–182. [Persian]
Gurol, M., & Kerimgil, S. (2010). Academic optimism. Procedia - Social and Behavioral Sciences, 9, 929–932. https://doi.org/10.1016/j.sbspro.2010.12.260 
Hamedinasab, S., Asgari, A., & Pourshafei, H. (2017). Investigating the mediating role of students' academic optimism in the relationship between school academic optimism and students' self-efficacy. Positive Psychology Research, 3(3), 47–60. [Persian]
Hasanqoli Pour, J., Roshan, R., & Heydari Nesab, L. (2017). Examining the relationship between positive and negative past time perspective and psychological well-being in Tehran University students. In Proceedings of the Fourth International Conference on Recent Innovations in Psychology, Counseling and Behavioral Sciences. [Persian]
Johnson, S. R. L., Blum, R. W., & Cheng, T. L. (2014). Future orientation: A construct with implications for adolescent health and wellbeing. International Journal of Adolescent Medicine and Health, 26(4), 459–468. https://doi.org/10.1515/ijamh-2013-0333
Kohi, M., Karsheki, H., & Mehram, B. (2016). The role of self-regulation in research activities: A review of self-regulation models. In Proceedings of the Third National Conference on Psychology and Educational Sciences. [Persian]
Kooij, D. T. A. M., Kanfer, R., Betts, M., & Rudolph, C. W. (2018). Future time perspective: A systematic review and meta-analysis. Journal of Applied Psychology, 103(8), 867–893. https://doi.org/10.1037/apl0000306 
Lalfakzuali, C. (2016). Subjective happiness and adjustment among Mizo adolescents. International Journal of Education and Psychological Research, 5(2), 101–105.
Mac Giollabhui, N., Nielsen, J., Seidman, S., Olino, T. M., Abramson, L. Y., & Alloy, L. B. (2018). The development of future orientation is associated with faster decline in hopelessness during adolescence. Journal of Youth and Adolescence, 47(10), 2129–2142. https://doi.org/10.1007/s10964-018-0893-4 
Maddux, J. E. (2020). Stopping the "madness." In M. L. Wehmeyer (Ed.), The Oxford Handbook of Positive Psychology (3rd ed., pp. 73–82). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199396511.013.7
Martínez-Martí, M. L., & Ruch, W. (2017). Character strengths predict resilience over and above positive affect, self-efficacy, optimism, social support, self-esteem, and life satisfaction. The Journal of Positive Psychology, 12(2), 110–119. https://doi.org/10.1080/17439760.2016.1163403 
McBrien, J., Dooley, K., & Birman, D. (2017). Cultural and academic adjustment of refugee youth: Introduction to the special issue. International Journal of Intercultural Relations, 60, 104–108. https://doi.org/10.1016/j.ijintrel.2017.07.001 
McKay, M. T., Worrell, F. C., Temple, E. C., Perry, J. L., Cole, J. C., & Mello, Z. R. (2015). Less is not always more: The case of the 36-item short form of the Zimbardo Time Perspective Inventory. Personality and Individual Differences, 72, 68–71. https://doi.org/10.1016/j.paid.2014.08.018 
Messick, P., Kensler, L., & Anderson, K. (2012). Examining relationships among enabling school structures, academic optimism, and organizational citizenship behaviors. Proceedings of the UCEA Annual Convention, 16, 7–10.
Mirzakhani, P., Rezaei, A. M., Aminbeidokhti, A. A., Najafi, M., Rahimian, H., & Bougar, I. (2017). Examining the effectiveness of educating flourishing on positive emotions, relationships, sense of meaning, achievement, and engagement among young researchers and elites. Journal of Research in Educational Science, 11(36), 209–230. [Persian]
Mortazavi, E. S., Ahghar, G., Pirani, Z., Heidari, H., & Hamidipour, R. (2019). The effects of positive psychology intervention on self-efficacy and psychological hardiness of female students.
Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and Behavioral Assessment, 23(3), 145–149. https://doi.org/10.1023/A:1010961119608 
Rashid, T., Anjum, A., Quinlan, D., Niemiec, R. M., Mayerson, D., & Kazemi, F. (2013). Assessment of positive traits in children and adolescents. In S. Prince-Embury & D. H. Saklofske (Eds.), Resilience in Children, Adolescents, and Adults: Translating Research into Practice (pp. 81–116). Springer. https://doi.org/10.1007/978-1-4614-4939-3_5 
Raymond, I. (2018). Intentional practice: A positive psychology intervention planning and implementation method. In Clinical Applications of Positive Psychology: An International Perspective (pp. 1–15). Springer. https://doi.org/10.1007/978-3-319-51787-2 
Raymond, I. J., & Raymond, C. M. (2019). Positive psychology perspectives on social values and their application to intentionally delivered sustainability interventions. Sustainability Science, 14(5), 1381–1393. https://doi.org/10.1007/s11625-019-00705-9
Santilli, S., Di Maggio, I., Ginevra, M. C., Nota, L., & Soresi, S. (2020). Life design, inclusion, and sustainable development: Constructs, dimensions, and new instruments to stimulate a quality future design for all. In Careers for Students with Special Educational Needs (pp. 301–312). Springer. https://doi.org/10.1007/978-3-030-32974-8_17 
Seifipour Amshi, N., & Abolghasemi, A. (2022). The mediating role of general self-efficacy and distress tolerance in the relationship between life expectancy and coronavirus anxiety in adults. Psychological Achievements, 30(1), 183–204. https://doi.org/10.22055/psy.2022.40075.2796
Seligman, M. E. P. (2005). Handbook of Positive Psychology. Snyder, C. R., & Lopez, S. J. (Eds.). (2005). Handbook of positive psychology (2nd ed.). Oxford University Press.
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and well-being. Free Press.
Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14. https://doi.org/10.1037/0003-066X.55.1.5
Sepahvand, T., Majidi Kerahroodi, S. M., Moosavipour, S., & Sepahvand, F. (2018). Predicting the psychological well-being of employees based on perceived organizational support, workplace spirituality and self-efficacy. Positive Psychology Research, 4(1), 35–48. [Persian]
So, S., Voisin, D. R., Burnside, A., & Gaylord-Harden, N. K. (2016). Future orientation and health-related factors among African American adolescents. Children and Youth Services Review, 61, 15–21. https://doi.org/10.1016/j.childyouth.2015.11.019 
Webster, J. D., & Ma, X. (2013). A balanced time perspective in adulthood: Well-being and developmental effects. Canadian Journal on Aging, 32(4), 433–442. https://doi.org/10.1017/S0714980813000500 
Wood, A. M., & Johnson, J. (2016). Positive clinical psychology: An introduction. In A. M. Wood & J. Johnson (Eds.), The Wiley Handbook of Positive Clinical Psychology (pp. 1–17). Wiley. https://doi.org/10.1002/9781118468197.ch1 
Worrell, F. C., McKay, M. T., & Andretta, J. R. (2015). Concurrent validity of Zimbardo Time Perspective Inventory profiles: A secondary analysis of data from the United Kingdom. Journal of Adolescence, 42, 128–139. https://doi.org/10.1016/j.adolescence.2015.04.007
Yahya, I., Kazem Fakhri, M., & Hasanzadeh, R. (2018). Modeling structural relationships of happiness and psychological well-being with self-efficacy as a mediator among students of Farhangian University. Journal of Community Health, 5(3), 273–281. [Persian]
Zambianchi, M., Ricci Bitti, P. E., & Gremigni, P. (2010). Time perspective, personal agenda, and adaptation of risk behaviors in adolescence. Psicologia Clinica dello Sviluppo, 14(2), 397–414.
Zimbardo, P. G., & Boyd, J. N. (1999). Putting time in perspective: A valid, reliable individual-differences metric. Journal of Personality and Social Psychology, 77(6), 1271–1288. https://doi.org/10.1037/0022-3514.77.6.1271

  • تاریخ دریافت 21 خرداد 1402
  • تاریخ بازنگری 02 تیر 1402
  • تاریخ پذیرش 20 تیر 1402