بررسی اثربخشی آموزش گروهی تنظیم هیجان مبتنی بر فنون گراس بر تاب آوری، پرخاشگری واکنشی و هوش هیجانی در دانش‌آموزان دوره اول دبیرستان دخترانه وابسته به مهد قرآن تبریز
الموضوعات :
رقیه مهربان
1
(دانش آموخته رشته روان شناسی ، واحد تبریز ، دانشگاه آزاد اسلامی تبریز، تبریز ایران)
شعله لیوارجانی
2
(استادیار گروه روانشناسی ، واحد تبریز ، دانشگاه آزاد اسلامی تبریز، تبریز ایران)
الکلمات المفتاحية: تنظیم هیجان, تاب آوری, هوش هیجان, فنون گراس, پرخاشگری واکنشی,
ملخص المقالة :
پژوهش حاضر به منظور اثربخشی آموزش گروهی تنظیم هیجان مبتنی بر فنون گراس بر تاب آوری، پرخاشگری واکنشی و هوش هیجانی در دانش‌آموزان دوره اول دبیرستان تبریز به روش شبه آزمایشی با طرح پیش آزمون و پس آزمون با گروه کنترل انجام شد. جامعه آماری شامل کلیه دانش‌آموزان دوره اول دبیرستان دخترانه وابسته به مهد قرآن تبریز به تعداد 120 نفر بود که از این میان 20 نفر به روش نمونه‌گیری هدفمند (داشتن نمرات بالاتر از میانگین در پرسشنامه پرخاشگری و پایین تر از میانگین در پرسشنامه هوش هیجانی و تابآوری انتخاب) و به طور تصادفی در دو گروه، گروه آزمایشی (10نفر) و گروه کنترل (10 نفر) جایگزین شدند. پرسشنامه‌های استاندارد شده تابآوری کانر و دیویدسون (2003)، پرسشنامه پرخاشگری باس و پری(1992) و پرسشنامه هوش هیجانی شات(۱۹۹۸)براساس مدل نظری هوش هیجانی سالووی و مایر )1997). جهت جمع آوری اطلاعات به کار گرفته شد. جهت تجزیه و تحلیل آماری داده‌ها از تحلیل کوواریانس تک متغیری به کمک نرم افزار SPSS ورژن22 استفاده شد. نتایج نشان داد آموزش تنظیم هیجان براساس مدل گراس در مقایسه با گروه کنترل موجب کاهش پرخاشگری واکنشی و افزایش تابآوری و هوش هیجانی شده است (01/0P< ). بنابراین، آموزش تنظیم هیجان براساس مدل گراس یک روش مؤثر در کاهش پرخاشگری و افزایش تابآوری و هوش هیجانی است.
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