تأثیر برنامه آموزشی ذهن فزاینده بر سخت کوشی، شیفتگی و شکوفایی تحصیلی

محورهای موضوعی : تربیتی

آمنه خدمتیان ¹ (دانشجوی دکترای روانشناسی، واحد بندرعباس، دانشگاه آزاد اسلامی، بندر عباس، ایران)
عبدالزهرا نعامی ² (استاد گروه روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران)
اقبال زارعی ³ (دانشیار گروه روانشناسی دانشگاه هرمزگان ، بندرعباس، ایران)
علی خلفی ⁴ (استادیار، گروه روانشناسی ، واحد شادگان، دانشگاه آزاد اسلامی، شادگان، ایران)

تاریخ دریافت : 1400/07/09 تاریخ پذیرش : 1400/08/17 تاریخ انتشار : 1402/03/01

کلید واژه: شیفتگی تحصیلی, آموزش برنامه ذهن فزاینده, سخت کوشی تحصیلی, شکوفایی تحصیلی,

چکیده مقاله :

هدف این پژوهش بررسی تاثیر آموزش برنامه فزاینده بر سخت کوشی تحصیلی، شیفتگی تحصیلی و شکوفایی تحصیلی در دانش آموزان کلاس دوازدهم شهرستان میناب بود. جامعه آماری این پژوهش کلیه دانش آموزان پایه دوازدهم شهرستان میناب در سال 1399 است، که 40 دانش آموز به عنوان نمونه تحقیق به صورت تصادفی ساده در دو گروه 20 نفری آزمایشی و کنترل گماشته شدند. هر دو گروه، مورد پیش‌آزمون، پس‌آزمون قرار گرفتند. برنامه آموزشی ذهن فزاینده از7 جلسه دو ساعته تشکیل شده بود. شرکت‌کنندگان گروه آزمایش مداخله دریافت نمودند، اما گروه کنترل هیچ‌گونه مداخله‌ای دریافت نکردند و تنها مورد پیش‌آزمون، پس‌آزمون قرار گرفتند. ابزار پژوهش شامل پرسشنامه سخت کوشی تحصیلی Clark (2017)، پرسش نامه شیفتگی تحصیلی Yuwanto (2013) و پرسشنامه شکوفایی تحصیلی Schreiner, Pothoven, Nelson & McIntosh (2009)می باشد. داده ها با استفاده از آزمون های تحلیل کواریانس و تحلیل واریانس تجزیه و تحلیل شدند.یافته ها نشان داد که برنامه آموزش ذهن فزاینده منجر به افزایش سخت کوشی تحصیلی، شیفتگی تحصیلی و شکوفایی تحصیلی در گروه آزمایش شده است (p<0/05). بر اساس نتایج به دست آمده پیشنهاد می‌شود برنامه آموزش ذهن فزاینده به دانش آموزان آموزش داده شود.

چکیده انگلیسی:

The aim of this study was to investigate the effect of growth mindset intervention on academic grit, academic flow and academic thriving in twelfth grade students in Minab city. The statistical population of this study is all the twelfth grade students of Minab city in 1399, 40 students were randomly assigned to the experimental and control groups of 20 as a sample of the study. Both groups were subjected to pre-test, post-test and. The growing mind training program consisted of 7 two-hour sessions. The participants in the experimental group received an intervention, but the control group did not receive any intervention and only underwent pre-test, post-test and. The research instruments include the Clark Academic grit Questionnaire (2017), Yuwanto (2013) Academic flow Questionnaire, and Schreiner, Pothoven, Nelson & McIntosh (2009) Academic thriving Questionnaire. Data were analyzed using analysis of covariance and analysis of variance; The results showed that the growth mindset intervention has led to increased academic grit, academic flow and academic thriving in the experimental group (p < 0.05 ). Based on the results, it is suggested that a growing mind training program be taught to students.

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