بررسي اثر بخشي آموزش مباني تئوري انتخاب بر مسئوليت‌ پذيري و اشتياق به مدرسه در دانش‌ آموزان مقطع دوم متوسطه

Effects of Teaching the Basics of Choice Theory on Responsibility and School Enthusiasm in High School Students

زمينه و هدف: لازمهٔ كمك به دانش‌آموزان براي حل مشكلات مربوط به مسئوليت‌پذيري و اشتياق به مدرسه، شناخت عوامل مؤثر بر دو متغير ذكرشده در آن‌ها است كه مي‌توان با استفاده از رويكردهاي مختلف به بهبود آن‌ها پرداخت. هدف پژوهش حاضر، بررسي اثربخشي آموزش مباني تئوري انتخاب بر مسئوليت‌پذيري و اشتياق به مدرسه در دانش‌آموزان مقطع دوم متوسطه بود. روش‌بررسي: روش اين پژوهش، نيمه‌آزمايشي با طرح پيش‌آزمون، پس‌آزمون و پيگيري با گروه گواه بود. جامعهٔ آماري اين پژوهش را تمامي دانش‌آموزان مقطع دوم متوسطه در مناطق يك و دو ساري تشكيل دادند. از بين آن‌ها تعداد 30 نفر از دانش‌آموزان مقطع دوم متوسطهٔ داوطلب داراي نمرهٔ بيشتر در مسئوليت‌پذيري وارد مطالعه شدند و به‌صورت تصادفي در دو گروه آموزش تئوري انتخاب و گواه قرار گرفتند. گروه آزمايش طي هشت جلسهٔ 90دقيقه‌اي به‌صورت هفتگي، آموزش تئوري انتخاب را دريافت كرد. داده‌ها با استفاده از پرسشنامه‌ٔ مسئوليت‌پذيري (كردلو، 1389) و مقياس اشتياق به مدرسه (وانگ و همكاران، 2011) جمع‌آوري شد. تحليل داده‌ها با روش تحليل واريانس با اندازه‌گيري مكرر و آزمون تعقببي بونفروني در نرم‌افزار SPSS نسخهٔ 22 صورت گرفت در سطح معناداري 0٫05 انجام شد. يافته‌ها: نتايج نشان داد كه آموزش تئوري انتخاب به‌طور معناداري منجربه بهبود مسئوليت‌پذيري و اشتياق به مدرسه در گروه آزمايش در مرحلۀ پس‌آزمون شده است (0٫001>p)؛ همچنين اثربخشي اين آموزش در مرحلهٔ پيگيري براي متغير اشتياق به مدرسه ماندگار بود (0٫789=p)؛ اما براي مسئوليت‌پذيري افزايش يافت (0٫015=p). نتيجه‌گيري: براساس يافته‌هاي پژوهش مي‌توان گفت، آموزش مباني تئوري انتخاب بر افزايش مسئوليت‌پذيري و اشتياق به مدرسه در دانش‌آموزان مقطع دوم متوسطه مؤثر است.

Background & Objectives: Adolescence is among the vital periods in individuals’ lives. School is a social institution that significantly impacts adolescents' lives. A key factor influencing students’ academic success is academic motivation. Academic engagement implies a self–regulatory approach to learning and the use of metacognitive strategies. Enthusiasm consists of behavioral, emotional, and cognitive components. It is necessary to assist students to solve school–related problems concerning responsibility and enthusiasm. Accordingly, such measures help to identify the factors affecting responsibility and enthusiasm for school that can be improved using different approaches in this population. The present study aimed to determine the effects of teaching the basics of choice theory on responsibility and school enthusiasm in high school students. Methods: This was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The statistical population of the present research included all high school students in the first and second districts of Sari City, Iran, in the academic year of 2019–2020 (N=1221). Of whom, 30 students were selected by convenience sampling method as the study sample. In the second year of high school, the volunteers who had the highest score of responsibility (>100) were randomly divided into two groups of training and control. Thus, after receiving permission from the Education Department of Sari, the education areas of this city were initially identified; then, two education areas (out of 4) were purposefully selected. Next, all secondary schools in these two regions were identified and all of the students of those schools were selected as a sample. The inclusion criteria of the study were the age range of 15–16 years, secondary education in districts 1 and 2 of Sari in the academic year of 2019–2020, and providing informed consent forms to participate in the research. The exclusion criteria of the research included absence from >2 educational sessions. The required data were collected using the Student Responsibility Scale (Kordloo, 2010) and the School Enthusiasm Scale (Wang et al., 2011). The experimental group was trained for the choice theory basics using Glasser’s training package (2001) in eight 90–minute sessions weekly. To describe the obtained data, central indices and dispersion, such as mean and standard deviation were used. Moreover, repeated–measures Analysis of Variance (ANOVA) and Bonferroni post hoc test were used in SPSS.22 at the significance level of 0.05 to analyze the collected data. Results: Accordingly to the present study results, ANOVA data concerning responsibility was significant for the effect of time (p<0.001) and group effect (p<0.001), and the effect of time*group (p<0.001). Furthermore, the effect size of the group intervention for responsibility was measured as 0.17. Besides, the ANOVA of school engagement was significant for the effect of time (p<0.001) and group effect (p<0.001) and the effect of time*group (p<0.001). The effect size of the group intervention for school engagement was equal to 0.64. The Bonferroni test results suggested that the posttest scores of responsibility in the training group were higher, compared to the pretest ones (p<0.001); additionally, the follow–up scores of responsibility were significantly different from those of the pretest (p<0.001) and posttest (p=0.015) stages. Moreover, the posttest scores of school engagement in the training group were higher than those of the pretest (p<0.001). Furthermore, the follow–up scores of school engagement significantly differed from those of the pretest stage (p<0.001); however, there was no significant difference between the scores of posttest and follow–up in school engagement (p=0.789). The achieved results demonstrated that the effectiveness of choice theory training lasted till the follow–up stage for school enthusiasm; however, it has increased for responsibility. Conclusion: Based on the current research findings, teaching the basics of the choice theory was effective in increasing responsibility and enthusiasm for school in high school students. The obtained results can be used to improve students' enthusiasm and responsibility.