پديد آورندگان :
دشتي داريان، الميرا دانشگاه آزاد اسلامي واحد رودهن , هاشميان، كيانوش دانشگاه آزاد اسلامي واحد رودهن - گروه روانشناسي , ابوالمعالي الحسيني، خديجه دانشگاه آزاد اسلامي واحد رودهن - گروه روانشناسي
چكيده فارسي :
زمينه وهدف
فرسودگي تحصيلي به خستگي ناشي از وظايف مدرسه و نگرش هاي بدبينانه به مدرسه و باور ناكارآمدي در دستيابي به اهداف مدارس اشاره دارد كه با توجه به اهميت آن در زندگي تحصيلي دانش آموزان، لزوم مداخلات آزمايشي جهت كاهش آن آشكار است؛ بنابراين هدف پژوهش حاضر تعيين اثربخشي تلفيق آموزش سرمايه روان شناختي و خودتعيين گري بر كاهش فرسودگي تحصيلي دختران دانش آموز بود.
روش بررسي
روش پژوهش شبه آزمايشي با طرح پيش آزمون پس آزمون با گروه كنترل و پيگيري بود. جامعه آماري را دانش آموزان دختر مقاطع هفتم و هشتم و نهم يكي از مدارس دخترانه شهر تهران در سال 1395 تشكيل دادند كه تعداد، 118 نفر بود. به روش نمونه گيري تصادفي، از بين دانش آموزان داراي فرسودگي تحصيلي 30 نفر به عنوان نمونه انتخاب شده و به تصادف در دو گروه آزمايش و كنترل قرار گرفتند. ابزار پژوهش، پرسشنامه بررسي فرسودگي دانش آموز مسلش، ساخته شائوفلي و همكاران در سال 2002 بود. آموزش تلفيقي سرمايه روان شناختي و خودتعيين گري در 14 جلسه براي گروه آزمايش صورت گرفت. داده هاي جمع آوري شده با استفاده از طرح تركيبي دوطرفه چندمتغيري و به كمك نسخه 21 نرم افزار SPSS تحليل شد.
يافته ها
تلفيق آموزش سرمايه روان شناختي و خودتعيين گري موجب كاهش معنادار مولفه هاي بي علاقگي (0٫001>p) و ناكارآمدي تحصيلي (0٫047=p) شد و باتوجه به نتايج آزمون پيگيري اين اثرات در طي زمان ماندگار بود؛ اما آموزش تلفيقي منجربه كاهش مولفه خستگي هيجاني نشد
نتيجه گيري
باتوجه به يافته هاي پژوهش حاضر، آموزش مبتني بر تلفيق سرمايه روان شناختي و خودتعيين گري منجربه كاهش فرسودگي تحصيلي دانش آموزان اين مدرسه شده است.
چكيده لاتين :
Background and objective: Academic exhaustion refers to fatigue due to school duties, pessimistic attitudes towards school, and ineffective
belief in achieving school goals. Based on the importance of student's educational life, experimental interventions need to reduce the academic
exhaustion is necessary. Appropriate experimental interventions is the teaching of psychological capital and self-identification. Psychological
capital can be considered as an important personal source, according to the theory of conservation of resources. On the other hand, selfdetermination,
introduced by Decis and Ryan in 1985 and 2002, is one of the motivational approaches that have considered more attention to it
recent years. Since psychological capital and self-determination are both effective in promoting academic achievement by providing
motivation, it seems that the teaching of psychological capital and self-determination can affect students' academic exhaustion and reduce it.
Therefore, the purpose of this study was to determine the effectiveness of the combination of self-determination education and psychological
capital on reducing the academic burnout of female students.
Methods The study was a semi-experimental and pretest-posttest design with a control and follow up group. The statistical population consisted
of the 7th, 8th and 9th grade students of a school in Tehran (capital city of Iran) in 2016 (n=118). The study tool was a questionnaire for a burnout
study of Shaoufli (2002). In order to select samples, Maslach educational burnout questionnaire was first performed on the entire population.
Students with high and moderate academic burnout scores of over 37 were identified as students with academic burnout (89 people in the study).
To select the sample size, using Cohen table, the effect of 0.5, test power of 94 and significance level of 0.05, the volume of each group was 15,
and the total sample size was estimated to be 30. Then, 30 students were selected randomly among students with high and moderate academic
burnout. They were randomly assigned into two experimental and control groups. To analyze the data, multivariate analysis of covariance was
used. The time variable was considered as a factor with three levels of pre-test, post-test and follow-up, and the variable of compilation of
psychological capital and self-determination were studied as the second factor.
Results: In this study, 30 participants participated in two experimental and control groups (n in each group was 15), the mean and standard
deviation of the experimental group were 14.53 ± 0.58 and 14.38 ± 0.414, respectively. The two groups did not differ significantly in terms of
mean age (p=0.816). This suggests that two groups were homogeneous in terms of age. The mean and standard deviation of the experimental
group were 19.58 ± 0.15 and 19.35 ± 0.33, respectively. Two groups did not have a significant difference in terms of grade gained (P=0.331).
The combination of teaching psychological capital and self-determination led to a significant reduction in the levels of anxiousness (p<0.001) at
0.01 and educational inefficiency (P=0.047) at the level of 0.05. According to the results of the follow-up test, these effects it was lasting over
time. However, compilation training did not reduce the emotional exhaustion component.
Conclusion It could be concluded that training of psychological capital and self-determination by improving the level of self-efficacy,
resilience, hope and optimism, as well as increasing the perception of competence, autonomy and communication, have reduced the academic
exhaustion of the students of the school.
