اثربخشی آموزش خودکارآمدی بر تنظیم شناختی هیجان و استرس تحصیلی دانش آموزان دختر دوره دوم متوسطه

فصلنامه زن و جامعه

دوره 13، شماره 49، اردیبهشت 1401، صفحه 105-118   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30495/jzvj.2021.26917.3458

نویسندگان

فاطمه گرجین پور¹؛ مجید برزگر^{* 2}

¹کارشناسی ارشد، روانشناسی بالینی، گروه روانشناسی، دانشگاه آزاد اسلامی، واحد مرودشت، مرودشت، ایران

²استادیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد مرودشت، مرودشت، ایران

تاریخ دریافت: 06 دی 1399،  تاریخ بازنگری: 19 فروردین 1400،  تاریخ پذیرش: 10 اردیبهشت 1401 

چکیده

پژوهش حاضر با هدف تبیین اثربخشی آموزش خودکارآمدی بر تنظیم شناختی هیجان و استرس تحصیلی دانش آموزان دختر دوره دوم متوسطه انجام پذیرفت. جامعه آماری پژوهش شامل کلیه دانش آموزان دختر دوره دوم متوسطه شهر شیراز در سال تحصیلی 98-99 بودند. از بین جامعه آماری 30 نفر(15نفر گروه آزمایش و15نفر گروه کنترل) از دانش آموزان دختر دوره دوم متوسطه انتخاب شدند. برای جمع آوری داده ها از مقیاس تنظیم شناختی هیجان گارنفسکی و همکاران (2001) و استرس تحصیلی انگ وهوان(2006) استفاده گردید. پس از اجرای پیش آزمون گروه آزمایش به مدت 8 جلسه 90 دقیقه ای، آموزش خودکارآمدی به شیوه گروهی دیدند. آموزش خودکارآمدی به صورت معناداری باعث افزایش راهبردهای سازگارانه تنظیم شناختی هیجان(تمرکز مجدد مثبت، ارزیابی مجدد مثبت، پذیرش و تمرکز مجدد بر برنامه ریزی)(p<0.01) و کاهش استرس تحصیلی(انتظارات خود- انتظارات والدین- معلمان) دانش آموزان دختر دوره دوم متوسطه شد(p<0.01). برنامه آموزش خودکارآمدی می تواند جزء برنامه های مداخلاتی در سطوح گروه های هدف و جمعیت عمومی مراکز مشاوره ی مدارس در نظر گرفته شود و از طریق افزایش راهبردهای سازگارانه تنظیم شناختی هیجان و کاهش استرس تحصیلی دانش آموزان به افزایش بهره وری محیط آموزشی کمک کند.

کلیدواژه‌ها

خودکارآمدی؛ تنظیم شناختی هیجان؛ استرس تحصیلی؛ دانش آموزان

عنوان مقاله [English]

The Effectiveness of Self-Efficacy Training on Emotional Cognitive Adjustment and Student's Stress in Secondary School Students

نویسندگان [English]

Fatemeh Gorjinpour¹؛ Majid Barzegar²

¹M.Sc., Clinical Psychology, Department of Psychology, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran

²Assistant Professor, Department of Psychology, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran

چکیده [English]

The purpose of this study was to investigate the effectiveness of self - efficacy training on emotional Cognitive Adjustment and Student's Stress in Secondary School Students. The population of the study consisted of all high school girl students in shiraz in academic year2019-2020. The subjects were randomly divided into two groups: experimental group (N=15) and control group (N=15). Garnefski et al.'s (2001) Cognitive Emotion Regulation Scale and Ang & Huan (2006)Academic Expectations Stress Inventory AESI were used to collect data. After performing the pre-test of the experimental group for 8 sessions of 90 minutes, they received self-efficacy training in a group manner. Self-efficacy training significantly increases adaptive cognitive emotion regulation strategies (positive refocus, positive reassessment, acceptance and refocus on planning) (p<0.01) and reduces academic stress (self-expectations , parents-expectations ,teachers-expectations) of girls students (p <0.01). Self-efficacy training program can be considered as an intervention program at the level of target groups and the general population of school counseling centers. Self-efficacy training program increase the productivity of the learning environment by increasing adaptive cognitive emotion regulation strategies And reduce students' academic stress.

کلیدواژه‌ها [English]

Self-efficacy, Sognitive emotion regulation, Academic stress, Students

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