تاثير الگوي آموزش خوش بيني به روش قصه گويي بر سبك اسناد كودكان

An examination of the effects of a Model for Teaching of Optimism by Storytelling on Attribution Styles of children

This study was conducted to examine the results a model for teaching of optimism by storytelling on attribution styles of primary school students, grades 4 and 5. An experimental method with the design of two groups of control and experimental and pretest, posttest and follow-up test was used. The research instrument was the Childrenʹs Attribution Style Questionnaire (CASQ). The subjects were selected from voluntary participants of story telling workshop. The participants were matched in two groups by their pretest scores. The groups were assigned in the control and experimental groups, randomly. A sample was comprised 32 students. Experimental treatment was conducted on the experimental group during 12 sessions. After 2 weeks the posttest and after 6 month the follow-up test were administrated on the subjects. Statistical analysis was conducted by T test and Repeat Measures of Analysis of Variance. Results showed that the teaching of optimism by storytelling model changed the attribution styles of primary school children from pessimistic to optimistic. Also the follow-up study showed that relatively, the effects remain on the childrenʹs attribution styles, after 6 month. Therefore, we can change the childrenʹs attribution styles by using of Model for Teaching of Optimism by Storytelling and Teaching of Optimism to children can reduce the difficulties that result from pessimistic attribution.