رویکردی نو بر آموزش کودکان

رویکردی نو بر آموزش کودکان

تدوین الگوی آموزشی خودمراقبتی روان‌شناختی و اثربخشی آن بر خودتنظیمی هیجانی نوجوانان آسیب‌پذیر شهر تهران

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری مشاوره، گروه مشاوره، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران.
2 استاد، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران
3 استاد تمام، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهراء، تهران، ایران.
4 استادیار، گروه روانشناسی، واحد کاشمر، دانشگاه آزاد اسلامی، کاشمر، ایران
چکیده
هدف: پژوهش حاضر به منظور تدوین الگوی آموزشی خودمراقبتی روان‌شناختی و اثربخشی آن بر خودتنظیمی هیجانی نوجوانان آسیب‌پذیر شهر تهران بود.

روش: روش پژوهش آمیخته (کیفی-کمی) از نوع اکتشافی بود. در بخش کیفی از روش روایت پژوهی و در بخش کمی از طرح نیمه آزمایشی پیش آزمون، پس آزمون و پیگیری با گروه کنترل استفاده شد. جامعه پژوهش دختران نوجوان آسیب پذیر بودند که در بخش کیفی پس از مصاحبه به روش هدفمند اشباع نظری صورت پذیرفت و در بخش کمی نمونه گیری به روش غیرتصادفی در دسترس انتخاب شدند.

ابزار پژوهش کیفی مصاحبه نیمه ساختار یافته بود و در بخش کمی از پرسشنامه نظم جویی هیجان استفاده شد. پس از تدوین الگوی آموزشی خودمراقبتی روان‌شناختی، گروه آزمایش در معرض مداخله قرار گرفتند. داده‌ها به شیوه تحلیل کوواریانس به روش تحلیل واریانس آمیخته تحلیل شده است.

یافته‌ها: در بررسی کیفی پدیدار شناسی مؤلفه‌های خودمراقبتی پس از کدگذاری مقوله ها، پنج مضمون اصلی ظرفیت های درون فردی خودمراقبتی روانی، خودمراقبتی بین فردی، ارزیابی خودمراقبتی، تسهیل‌گرها و تهدیدگرهای خودمراقبتی و راهبردهای خودمراقبتی روانی احصاء شد. در بخش کمی نتایج تحلیل داده‌ها حاکی از آن بود که درگروه مداخله بین مراحل پیش‌آزمون با پس‌آزمون و مراحل پیش‌آزمون و پیگیری، در نمرات متغیر خودتنظیمی هیجانی تفاوت معناداری وجود دارد؛ اما بین میانگین نمرات متغیرهای پژوهش، در پس‌آزمون با پیگیری تفاوتی مشاهده نشده است.

نتیجه‌گیری: با توجه به نتایج این پژوهش الگوی آموزشی خودمراقبتی روان‌شناختی با تمرکز بر خودکارآمدی، منبع کنترل، تنظیم هیجان و حل مسأله به بهبود خودتنظیمی هیجانی نوجوانان آسیب‌پذیر می انجامد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

formulate a psychological self-care educational model and its effectiveness on emotionnal self-regulation of vulnerable teenagers in Tehran

نویسندگان English

tooba orang 1
simin hosseinian 2
Seyedeh Monavar yazdi, 3
, Ali Akbar samari 4
1 PhD Student in Counseling, Department of Counseling, Mashhad Branch, Islamic Azad University, Mashhad, Iran.
2 Professor, Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran.
3 Professor of Psychology, Department of Psychology, The faculty of Education and psychology, Alzahra University, Tehran, Iran.
4 Assistant Professor, Department of Psychology, Kashmar branch, Islamic Azad University, Kashmar, Iran
چکیده English

Introduction: The purpose of this study was to formulate a psychological self-care educational model and its effectiveness on emotional self-regulation of vulnerable adolescents in Tehran.

Research Method: research method was mixed of exploratory type. In the qualitative part, the narrative research method was used, and in the quantitative part, the semi-experimental design of pre-test, post-test and follow-up with the control group was used.



The research population consisted of teenage girls . The research tool was a semi-structured interview in the qualitative part, and in the quantitative part, excitement-seeking questionnaire was used. After developing the psychological self-care training model, the subjects of the experimental group were exposed to the intervention . The data was analyzed using Mixed variance analysis method.



Results: In the qualitative investigation of the phenomenology of self-care components after coding the categories, five main themes of intrapersonal mental self-care capacities, interpersonal psychological self-care, self-care evaluation, facilitators and threats of self-care, and psychological self-care strategies were counted. In the quantitative part, the results of the data analysis indicated that there is a significant difference in the scores of the emotional self-regulation variable in the intervention group between the pre-test and post-test stages and the pre-test and follow-up stages; However, no difference has been observed between the average scores of the research variables in the post-test and follow-up.



Discussion: , the educational model of psychological self-care focusing on self-efficacy, source of control, emotion regulation and problem solving leads to the improvement of emotional self-regulation of vulnerable teenagers.

کلیدواژه‌ها English

Psychological self-care
emotional self-regulation
vulnerable adolescents
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دوره 6، شماره 2 - شماره پیاپی 20
تابستان 1403
صفحه 217-227

  • تاریخ دریافت 17 خرداد 1403
  • تاریخ بازنگری 14 مرداد 1403
  • تاریخ پذیرش 20 مرداد 1403
  • تاریخ اولین انتشار 20 مرداد 1403
  • تاریخ انتشار 01 شهریور 1403