نقش ويژگي‌هاي معماري محيط و دل‌بستگي به مكان تحصيل در پيش‌بيني سازگاري اجتماعي دانش‌آموزان

The Effectiveness of Harm Reduction Training and Matrix Intervention Program on Academic Procrastination in Harmed Female Students from Relationship with Opposite Sex

هدف از پژوهش حاضر، بررسي نقش ويژگي‌هاي معماري محيط و دل‌بستگي به مكان تحصيل در سازگاري اجتماعي دانش‌آموزانِ مدارس دولتي شهر اردبيل در سال تحصيلي 1395-1396 مي­باشد. روش پژوهش، توصيفي_همبستگي بوده و نمونه‌ي پژوهش، مشتمل بر 285 دانش‌آموز دوره دوم متوسطة شهر اردبيل (147 پسر، 138 دختر) مي­باشد كه با استفاده از شيوۀ نمونه‌گيري تصادفي از نوع طبقه‌‌اي نسبي، انتخاب و به پرسش‌نامه‌ي سازگاري اجتماعي بل (1961)، دل‌بستگي به مكان صفاري‌نيا (1390) و پرسش‌نامه‌ي محقق ساخته ­ي ويژگي‌هاي معماري محيط پاسخ دادند. داده‌هاي تحقيق، با استفاده از ضريب همبستگي پيرسون و رگرسيون چندگانه مورد تجزيه‌وتحليل قرار گرفتند. نتايج حاكي از آن است كه بين مؤلفه‌هاي دل‌بستگي به مكان و ويژگي‌هاي معماري محيط با سازگاري دانش ­آموزان رابطة معنا‌دار وجود دارد (0/01

The aim of this research was to determine the effectiveness of harm reduction training and matrix intervention program on academic procrastination among harmed female students due to the relationship with opposite sex. The research design was semi-experimental with two experimental and a control group in three stages of pre-test, post-test and two month follows up. Among 60 female students who harmed from relationship with opposite sex, 36 girls were selected on the basis of entry criteria, and then randomly assigned to three equal groups of 12 people. The research instrument was Solomon and Rothblum's (1984) academic procrastination scale. The matrix intervention group and harm reduction training group received 10 sessions of treatment. Results of multivariate analysis of covariance and post hoc test revealed that there was a significant difference between the harm reduction training group and matrix intervention with the control group in sub-scale of "the readiness for exams" (F=9.68, P=0.001) and "readiness for assignments" (F=15.47, P=0.001) in post-test. Also in sub-scale of "final assignments" (F=7.83, P=0.002), the matrix intervention group had a significant difference with harm reduction training group and the control group in post-test. In the follow-up stage, only there was a significant difference between the matrix intervention and control group in sub-scale of "readiness for assignments"(F=4.82, P=0.015). According to the findings, it is suggested to use the matrix intervention program and then the harm reduction training program to reduce the academic procrastination of female students who harmed from relationship with opposite sex.