تاثیر آموزش مهارت های اجتماعی - ارتباطی بر مسئولیت پذیری و سازگاری دانش آموزان

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 13، دوره 9، شماره 32، شهریور 1397، صفحه 203-220   

نوع مقاله: مقاله پژوهشی

نویسنده

محمد مهدی شریعت باقری^*

معاون فرهنگی دبیرخانه هیات موسس دانشگاه آزاد اسلامی

تاریخ دریافت: 11 آذر 1396،  تاریخ بازنگری: 02 مهر 1397،  تاریخ پذیرش: 28 آبان 1397 

چکیده

هدف پژوهش حاضر بررسی تاثیر آموزش مهارت­های اجتماعی-ارتباطی بر مسئولیت پذیری و سازگاری با مدرسه در دانش­آموزان دوره اول متوسطه بود. جامعه آماری این پژوهش شامل 100 نفر از دانش­آموزان پسر دوره اول متوسطه دبیرستان مهرهشتم شهر تهران در سال 1396 بود. داده های این پژوهش از استخراج پرسشنامه­ مسئولیت پذیری روان شناختی کالیفرنیا (مگارگی ، 1972) و پرسشنامه سازگاری دانش­آموزان(سینها و سینگ، 1993) به دست آمد که با استفاده از روش نمونه گیری تصادفی از میان دانش آموزان مذکور تعداد 60 نفر به طور کاملا تصادفی انتخاب و در دو گروه 30 نفره آزمایش و کنترل قرار داده شدند. گروه آزمایش 8 جلسه 90 دقیقه­ای آموزش مهارت­های اجتماعی- ارتباطی را دریافت کرد و به گروه کنترل هیج آموزشی در این خصوص ارائه نشد. داده­های این پژوهش در دو بخش توصیفی و استنباطی مورد تجزیه و تحلیل قرار گرفت. در بررسی توصیفی، شاخص­های آماری توصیفی یعنی محاسبه فراوانی، میانگین و انحراف استاندارد برای هر دو گروه (گروه آزمایش و کنترل) انجام گرفت و  برای بررسی آمار استنباطی نیز از تحلیل کوواریانس (ANCOVA) استفاده شد. نتایج کلی پژوهش نشان داد که آموزش مهارت­های اجتماعی- ارتباطی به طور معناداری، باعث افزایش مسئولیت پذیری و سازگاری با مدرسه در دانش­آموزان می­شود. به عبارت بهتر با شرکت در جلسات آموزش مهارت­های اجتماعی- ارتباطی، سطوح مسئولیت پذیری و سازگاری با مدرسه در دانش آموزان افزایش می­بابد.

کلیدواژه‌ها

آموزش مهارت‌های اجتماعی- ارتباطی؛ مسئولیت پذیری؛ سازگاری با مدرسه

عنوان مقاله [English]

The effect of teaching socio-communicative skills on accountability and adaptation with school in students

نویسندگان [English]

Mohammadmahdi Shariat bagheri

-

چکیده [English]

Abstract:
The purpose of this study was to investigate the effect of teaching socio-communicative skills on accountability and adaptation with school in students. The statistical population of this study was 100 male high school male students. From the statistical population, using random sampling method and Based on the California California Psychological Responsibility Questionnaire (Magaraghi, 1972) And Student Adaptation Questionnaire (Sins & Singh, 1993) at the top, 60 people with entry criteria were our statistical sample. The 60 subjects were randomly assigned to two groups of 30 subjects The experimental group received 8 sessions of 90 minutes of instruction in social-communication skills and the control group was placed on the waiting list. Also, covariance analysis was used to analyze the data and to speed up the results of SPSS-21 software. The results of this study showed that social-communicational skills training significantly increased responsibility And adapting to school in students. In other words, students will increase their attendance at socio-communication skills, responsiveness, and adaptation sessions.
Keywords: Teaching Social-Communication Skills, Accountability, School Adaptation

کلیدواژه‌ها [English]

"Teaching Social-Communication Skills", "Accountability", "School Adaptation"

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