بررسی اثر بخشی آموزش ذهن آگاهی بر خودکارآمدی و روحیه‌ی معلمان زن شهرستان مشهد

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 9، دوره 10، شماره 36، شهریور 1398، صفحه 165-176   

نوع مقاله: مقاله پژوهشی

نویسندگان

معصومه کرامتی^{* 1}؛ مریم رحمانی رحمانی²؛ دکتر ابراهیم علیزاده موسوی³

¹مدیر دفتر نظارت و ارزیابی-ریاست مرکز مشاوره

²کارشناس ارشد

³عضو هیات علمی

تاریخ دریافت: 22 خرداد 1395،  تاریخ بازنگری: 13 مرداد 1398،  تاریخ پذیرش: 05 شهریور 1398 

چکیده

هدف پژوهش حاضر تعیین اثر بخشی آموزش ذهن آگاهی بر خودکارآمدی و روحیه‌ی معلمان زن شهرستان مشهد بود. طرح پژوهش، نیمه آزمایشی و از نوع پیش آزمون- پس آزمون با گروه کنترل بود. جامعه‌ آماری پژوهش حاضر کلیه معلمان زن شهر مشهد بودند که در سال تحصیلی 2016-2015 در این شهرستان مشغول به کار بودند. نمونه پژوهش حاضر شامل 30 معلم زن شهر مشهد بودند که به شیوه‌ی تصادفی چند مرحله‌ای انتخاب گردیدند. ابزار جمع‌آوری اطلاعات در پژوهش حاضر پرسشنامه‌های خودکارآمدی عمومی (1982) Sherer et al. و روحیه‌ معلم (1998)mirkamali بود. در پژوهش حاضر پس از مشخص شدن دو گروه پیش آزمون به عمل آمد و گروه آزمایش به مدت 8 جلسه هر جلسه 2 ساعت بصورت گروهی آموزش ذهن آگاهی را دیدند سپس بعد از اتمام آموزش گروهی پس آزمونی از هر دو گروه به عمل آمد. اطلاعات پژوهش حاضر با استفاده از روش تجزیه و و تحلیل کواریانس چند متغیر تحلیل گردیدند. نتایج نشان داد که پس از انجام مداخلات بین دو گروه آزمایش و کنترل از لحاظ متغیرهای خودکارآمدی و روحیه‌ی معلم تفاوت معناداری وجود دارد. پژوهش حاضر گویای اثربخشی آموزش ذهن-آگاهی بر خودکارآمدی و روحیه‌ی معلمان می‌باشد. پیشنهاد می‌شود که این روش از طریق برگزاری دوره‌ها و کارگاه‌های آموزشی به مشاوران و معلمان آموزش داده شود.

کلیدواژه‌ها

آموزش ذهن آگاهی؛ خودکارآمدی؛ روحیه‌ی

عنوان مقاله [English]

بررسی اثر بخشی آموزش ذهن آگاهی بر خودکارآمدی و روحیه‌ی معلمان زن شهرستان مشهد

نویسندگان [English]

ebrahim alizadeh³؛

³دانشگاه

چکیده [English]

The goal of this research Investigate the effectiveness Mindfulness training on morale and self-efficacy of female teachers in Mashhad city. The research design was semi-experimental and pre-test-post-test with control group. The statistical population of this study was all female teachers in Mashhad. Who worked in the city during the school year of 2015-2016. The sample consisted of 30 female teachers in Mashhad who were selected by multi-stage random sampling method. The data gathering tool in this study was General self-efficacy questionnaire of Sherer et al. (1982) and Moral-Muhammad Mirkamali (1998). In the present study, two groups were identified as pretest and the experimental group received mindfulness training for 8 sessions per session for 2 hours. Then after the completion of group training, a post-test was performed from both groups. The present research data were analyzed using multi-variance covariance analysis. The results showed that there is a significant difference between the two experimental and control groups after the intervention in terms of self-efficacy and morale variables. The present study demonstrates the effectiveness of teaching mindfulness on self-efficacy and morale of teachers. It is suggested that this method be taught to consultants and teachers through courses and workshops.

کلیدواژه‌ها [English]

self-efficacy, Effectiveness, Mindfulness-moral

مراجع

Azani, S (2010). Investigating the Effectiveness of Listening to Recurring Music on Attraction and Self-esteem of Female Nurses. Graduate Student, University of Science and Research.

Baer, R.A. (2003). Mindfulness training as a clinical intervention: A conceptual and empirical review. Clinical Psychology, Science and Practice, 10, 125-143.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.

Bandura, A. (2001).  Social cognitive theory an agentive perspective. Annual Review of Psychology, 52: 1-26.

Barati Bakhtiari, S (1996). The study of simple and multiple relationship between self-esteem and self-efficacy variables with academic performance of third year high school students in Ahvaz. Master thesis, Chamran University of Ahvaz.

Bohlmeijer, E., Prenger, R., Taal, E.,  & Cuijpers, P. (2012). The effects of mindfulness-based stress reduction therapy on mental health of adults with a chronic medical disease: A meta-analysis. J Psychoso Res, 68: 539-544.

Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: mindfulness and its role in psychological well-being. Journal Pers Soc Psychol, 84(4), 822-848.

Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. (2003). Teachers', School Staff's and Parents' Efficacy Beliefs as Determinants of Attitude toward School. European Journal of Psychology of Education, 18: 15-31.

Carter, P. (2009).Test your EQ: Assess your emotional intelligence with 20 personality questionnaires. USA and UK: Kogan; 76- 84.

Chen, W. (2007). The Structure of Secondary School Teacher Job Satisfaction and its Relationship With Attrition and Work Enthusiasm. Chinese Education and Society, 40 (5): 17-31.

Chucon, C. T. (2005). Teachers' Perceived Efficacy among English as a Foreign Language Teacher in Middle Schools in Venezuela. Teaching and Teacher Education, 21: 257-72.

Cunningham, T., Bartels, J., Grant, C., and Ralph, M. (2013). Mindfulness and Medical Review: A Grassroots Approach to Improving Work/ Life Balance and Nursing Retention in a Level I Trauma Center Emergency Department. Journal of Emergency Nursing, 39 (2): 200-203.

Dellinger, A. B., Bobbett, J. J., Olivier, D . F., & Ellett, C. D. (2008). Measuring Teachers‘ Self Efficacy Beliefs: Development and Use of the TEBS-self.  Eaching and Teacher Education, 24: 751-766.

Etemadi, N., Etemadi, F., Kamour., A; Cultivator, Maziar (2015). Effectiveness of problem solving skills training on self-efficacy of male teachers in elementary schools in Tehran. Second National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies.

Evans, S., Ferrando, S., Findler, M., Stowell, C., Smart, C., & Haglin, D. (2008). Mindfulness-based cognitive therapy for generalized anxiety disorder. Journal of Anxiety Disord, 22 (4), 716–21.

Flugel Colle, K., Vincent Acha, S. S., Loehrer, L. L., Bauer, B. A. & Wahner-Roedler, D. L. (2010). Measurement of quality of life and participant experience with the mindfulness-based stress reduction program. Complement Ther Clin Pract. 16 (1), 36–40.

Gadimi Moghaddam, Malek Mohammad, Hosseini Tabatabaee, Fawzia; Jamaa Pour, Ahmad (2005). The Prevalence of Burnout among Primary School Teachers. Journal of Developmental Psychology. 5: 54-43.

Ghoraneh, M, (2014) Ali's relationship between personality traits and academic burnout by mediating academic self-efficacy and perceived academic stress, Quarterly Journal of Psychological Methods and Models, Vol. 5, No. 17, pp. 75-92

Grossman, P., Niemann, L., Schmidt, S., & Wallach, H. (2004). Mindfulness- based stress reduction and health benefits: A meta-analysis. J psychosom Res, 57: 34-43.

Hadian Fard, H (2016) The Effect of Mindfulness-Based Intervention on Adolescent Planning with Symptoms Under the Threshold for the Diagnosis of Attention Deficit-Hyperactivity Disorder in London's Tower Test, Quarterly Journal of Methods and Psychological Models, Vol. 7, No. 23, pp. 115

Jalali, Darius, Aghaei., A, Talebi., H, Mazaheri, Mohammad., A (2015). Comparison of the Effectiveness of Native-Based Cognitive Education and Cognitive-Behavioral Education on Ineffective Attitudes and Employee's Emotions. Journal of Research in Cognitive and Behavioral Sciences. 5 (1): 20-1.

Jean, G .(2012). Examining the relationship between spiritual resources, self-efficacy, life attitudes, cognition, and personal characteristics of homeless African American women, Wayne State University Dissertations; 45.

Leory, H., Anssel, F., Dimitrova, N. G., & Sels, L. (2013). Mindfulness, Authentic Functioning, and Work Engagement: A Growth Modeling Approach. Journal of Vocational Behavior, 82 (3): 238-247.

McCoach, D.B., & Siegle, D., (2007). The school attitude assessment survey-revised: A new instrument to identify academically able students who underachieve. Educational and Psychological Measurement, 63(3), 414-429.

Mirkamali, S M (2012). Human relations in the school. Tran: Eustaver Publishing.

Mirkamali, S M (2014). Leadership and educational management. Tehran: Eustaver Publications.

Nauert, R. (2013). Mindfulness Training Can Lessen Teacher Stress & Burnout. Psycho Central. Retrieved on August 31, 2013, fromhttp://psychcentral.com/news/2013/08/29/mindfulness-training-can-lessen-teacher-stress-burnout/59001.htm

Ogden, P., Minton, K., & Pain, C. (2006). Trauma and the body: A sensor motor approach in psychotherapy. Isted. United States, New York, Norton & Company press. Pp. 26-7.

Oqaghi. A (2000). Investigating the Relationship Between Organizational Climate and the Spirituality of Secondary School Students in Malayer. Master's Degree, University of Tehran.

Shams, F (2011) Mediating role of academic self-efficacy in relation to goal orientation and performance, Quarterly Journal of Psychological Methods and Models, Vol. 1, No. 3, pp. 83-96.

Tugade, M. M., & Frederickson, B. L. (2002). Positive emotions and emotional intelligence. United States, New York: The Guilford Press. 319–40.

Williams, K. (2006). Mindfulness-based Stress Reduction (MBSR) in a Worksite Wellness Program. In Baer, R. R (Ed). Mindfulness Based Treatment Approaches: Clinicans Guide to Evidence base and Applications. New York: Academic press; 361-376.