تعیین تفاوت اثربخشی آموزش مهارت‌های اجتماعی و آموزش مهارت‌های تفکر بر نشاط اجتماعی در دانش‌آموزان پسر دوره اول متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تخصصی، گروه روان‌شناسی، دانشکده علوم‌انسانی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 استاد، گروه روان‌شناسی، دانشکده علوم‌انسانی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

3 استادیار، گروه روان‌شناسی، دانشکده علوم‌انسانی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

10.22034/cipj.2025.66475.1247

چکیده

هدف: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ با هدف مقایسه اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻣﻬﺎرت­ﻫﺎی اﺟﺘﻤﺎﻋﯽ و آﻣﻮزش ﻣﻬﺎرتﻫﺎی ﺗﻔﮑﺮ ﺑﺮ نشاط اجتماعی داﻧﺶ­آﻣﻮزان ﭘﺴﺮ ﻣﺘﻮﺳﻄﻪ اول شهر ﻫﺸﺘﺮود اﻧﺠﺎم ﺷﺪ.
روش پژوهش: روش ﭘﮋوﻫﺶ از ﻧﻮع نیمه‌آزمایشی ﺑﺎ ﻃﺮح پیش‌آزمون-پس‌آزمون ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل بود. ﺟﺎﻣﻌﻪ آﻣﺎری ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ دانش‌آموزان ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ اول ﺷﻬﺮﺳﺘﺎن ﻫﺸﺘﺮود در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1403-1402 بودند ﮐﻪ آﻣﺎرﺷﺎن ﻃﺒﻖ اﻋﻼم آموزش ‌و پرورش ﺷﻬﺮﺳﺘﺎن ﻫﺸﺘﺮود 1786 ﻧﻔﺮ بودند. از جامعه حاضر تعداد 60 دانش‌­آموز در 3 گروه 20 نفره به شیوة تصادفی خوشه­ای انتخاب شدند و به‌صورت تصادفی در سه گروه قرار گرفتند. گروه اول یک دوره آموزش مهارت­های اجتماعی را در 8 جلسه دریافت کرد و گروه دوم 8 جلسه آموزش مهارت­‌های تفکر را طی کرد و گروه سوم (کنترل) نیز هم‌زمان به برنامه‌­های عادی کلاسی خود ادامه داد. برای جمع‌آوری داده‌ها از پرسش‌نامه نشاط اجتماعی تمیزی فر و عزیزی مهر استفاده شد و همچنین ﺑﺮای ﺗﺤﻠﯿﻞ داده‌ها از نرم‌افزار SPSS و روش ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ تک‌­متغیره (آنکوا) و آزمون تعقیبی بونفرونی اﺳﺘﻔﺎده ﺷﺪه است
یافته‌ها: نتایج آزمون تحلیل کوواریانس (24/957=p≤ 0/001 ،F) و بونفرونی (0/653=p) نشان داد که آموزش مهارت‌­های اجتماعی و آموزش مهارت‌­های تفکر در افزایش نشاط اجتماعی تفاوت معناداری با هم نداشته و هر دو آموزش مؤثر و اثربخش بودند.
نتیجه‌گیری: بنابراین می‌­توان نتیجه گرفت باوجود اثربخش‌بودن هر دو روش آموزشی، اما آموزش مهارت‌­های تفکر در افزایش نشاط اجتماعی دانش‌­آموزان اثربخش‌­تر و قوی­‌تر بود. پیشنهاد می­‌شود در مدارس از این دو آموزش برای افزایش نشاط اجتماعی استفاده شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparing the Effectiveness of Training Social Skills and Training Thinking Skills on Social Vitality in Middle School Male Students

نویسندگان [English]

  • Amir Gharzi Aghbulagh 1
  • Seyyed Davoud Hosseini-Nesab 2
  • Masoumeh Azmoudeh 3
1 PhD Student, Department of Psychology, School of Humanities, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2 Professor, Department of Psychology, School of Humanities, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 Assistant Professor, Department of Psychology, School of Humanities, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Objective: The present research was conducted with the aim of comparison the effectiveness of social skills training and thinking skills training on the social vitality of the first middle school male students of Hashtroud city.
Method: The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of the study included all middle school students in Hashtrod city in the academic year 1402-1403, whose statistics were 1786 people according to the announcement of Hashtrod city education. From the present population, 60 students were selected in 3 groups of 20 students by cluster random sampling and were randomly placed in three groups. The first group received a social skills training course in 8 sessions, the second group received 8 sessions of thinking skills training, and the third group (Control) also continued with their normal class programs at the same time. The social vitality questionnaire of Tamizifar and Azizi Mehr was used to collect data, and SPSS software, univariate analysis of covariance (ANCOVA) and Bonferroni post hoc test were also used to analyze the data.
Results: The results of the analysis of covariance (F=24.957, p≤0.001) and Bonferroni test (p=0.653) showed that social skills training and thinking skills training did not differ significantly in increasing social vitality, and both trainings were effective and efficient.
Conclusion: Therefore, it can be concluded that despite the effectiveness of both educational methods, thinking skills training was more effective and stronger in increasing social vitality. It is suggested that these two trainings be used in schools to increase social vitality.

کلیدواژه‌ها [English]

  • social skills
  • social vitality
  • thinking skills
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  • تاریخ دریافت: 29 اسفند 1403
  • تاریخ بازنگری: 05 اردیبهشت 1404
  • تاریخ پذیرش: 07 اردیبهشت 1404
  • تاریخ اولین انتشار: 01 اسفند 1404
  • تاریخ انتشار: 01 اسفند 1404