اثربخشي آموزش مهارت هاي ده گانه زندگي بر خودكار آمدي دانشجويان

Effectiveness of ten life skills training on self- efficacy of university students

چكيده هدف: هدف پژوهش تعيين تاثير آموزش مهارت هاي ده گانه زندگي بر خودكارآمدي دانشجويان بود. روش: روش پژوهش شبه آزمايشي با طرح پيش آزمون-پس آزمون با گروه گواه و جامعه آماري كليه دانشجويان آموزشكده هاي فني و حرفه اي دانشگاه آزاد اسلامي واحد كرج سال تحصيلي 92-91 به تعداد 4000 نفر بود. از ميان آن ها تعداد 70 دانشجو به شيوه تصادفي ساده انتخاب و به طور تصادفي در دو گروه آزمايش و گواه در هر گروه 35 نفر جايگزين شد. ابزار پژوهش پرسشنامه خودكارآمدي عمومي شرر (1982) كه در مرحله پيش آزمون، پس آزمون و بعد از دو ماه در مرحله پيگيري اجرا شد. برنامه آموزشي مهارت هاي ده گانه زندگي سازمان بهداشت جهاني (1998) در 10 جلسه 90 دقيقه اي هفته اي 1 بار در گروه آزمايش اجرا گرديد. يافته ها: نتايج نشان داد آموزش مهارت هاي زندگي ازجمله خودآگاهي، همدلي، برقراري ارتباط موثر، مديريت خشم، روابط بين فردي موثر، رفتار جرات مندانه، حل مسيله، مقابله با استرس، تصميم گيري و تفكر خلاق ميزان به صورت معناداري خودكارآمدي دانشجويان را افزايش داده و اين تاثير در مرحله پيگيري پايدار مانده است. نتيجه-گيري: آموزش مهارت هاي زندگي را به عنوان روشي موثر براي تقويت و افزايش خودكارآمدي دانشجويان مي توان در نظر گرفت.

Abstract Aim: The purpose of this research was to study the role of ten life skills training on self-efficacy of students in higher education institutions. Method: The statistical population of this study included all students of vocational and technical school of Azad University of Karaj branch in the 2012–2013 academic year. The number was 4,000 people.70 students were chosen randomly and were divided into an experimental and a control (35 people in Each) groups. Research method was quasi-experimental with tests were conducted at the beginning of the training session (pretest) at the end of the training session (posttest) and two months after the termination of training (follow up). The experimental group was given training on ten basic skills based on the protocol suggested by the World Health Organization. 10 sessions of 90 minutes duration each were conducted once a week. The general self-efficacy questionnaire (Scherer, 1982) was administered to all participants as described above. Results: Results showed that life skills training consisting of self-awareness, empathy, effective communication, anger management, effective interpersonal skills, assertiveness, problem solving, dealing with stress, decision making and creative thinking has a significant positive effect on the self-efficacy of Iranian university students and that this effect seems to have reasonably good stability over time. Conclusion: It is concluded that the results of this research shows the necessity of life skills training and its role in improving and increasing self-efficacy of students.