اثربخشی آموزش خود دلسوزی شناختی بر باورهای خودکارآمدی تحصیلی و کفایت اجتماعی دانش آموزان پسر

مقدمه : در دنیای امروز مطالعه عوامل موثر بر پیشرفت تحصیلی ازجمله دغدغه‌های اصلی یکی از شاخص‌های مهم در ارزیابی آموزش‌وپرورش است. پیشرفت تحصیلی در توسعه و آبادانی کشور موثر است، در سطوح عالی منجر به یافتن شغل و موقعیت مناسب و در نتیجه درآمد کافی می‌شود. هدف از انجام این پژوهش بررسی اثر بخشی آموزش خود دلسوزی شناختی و باور های خود کار آمدی تحصیلی و کفایت اجتماعی دانش آموزان پسر پایه نهم شهر یزد بود.روش بررسی : روش انجام این پژوهش به صورت نیمه آزمایشی از نوع پیش آزمون- پس آزمون همراه با گروه کنترل بود. جامعه آماری شامل تمامی دانش آموزان پسر پایه نهم شهر یزد در سال تحصیلی 1397-1398 بوده است. نمونه پژوهشی به صورت روش نمونه گیری تصادفی خوشه ای مرحله ای به این صورت که ابتدا ناحیه 2 آموزش و پرورش شهر یزد به صورت تصادفی تعیین و از بین مدارس متوسطه اول آن یک مدرسه به صورت تصادفی انتخاب شد، سپس  یک پایه نهم انتخاب و دانش آموزان به صورت تصادفی به دو گروه آزمایش و گواه جایگزین شدند.گروه آزمایش در معرض آموزش خود-دلسوزی شناختی در 8 جلسه 90 دقیقه ای قرار گرفت. داده ها با استفاده از تحلیل کواریانس مورد تجزیه و تحلیل قرار گرفت.یافته ها: نتایج این پژوهش نشان می‌دهد 8 جلسه آموزشی خود دلسوزی شناختی میزان باورهای خود کارآمد تحصیلی و کفایت اجتماعی دانش آموزان را در مرحله پس‌آزمون به‌طور معنادار افزایش داده است(0/05>p  ).نتیجه‌گیری: با توجه به نتایج به‌دست‌آمده می‌توان گفت آموزش خود دلسوزی شناختی می‌تواند منجر به افزایش خودکارآمدی تحصیلی و کفایت اجتماعی دانش آموزان شود و از این طریق تاثیر مثبت بر پیشرفت تحصیلی دانش آموزان داشته باشد. استفاده از برنامه‌های مداخله‌ای با استفاده از ظرفیت‌های موجود در مدارس توصیه می‌گردد.

the effectiveness of cognitive self-compassion training on academic self-efficacy beliefs and social adequacy adequacy in 9th grade male students

introduction: in today’s world, studying the factors affecting academic achievement is one of the major concerns in the evaluation of education and all the efforts of this system are in fact fulfilled. unless scientific and creative people are trained, scientific progress cannot be achieved. academic achievement while contributing to the development and development of the country, at the highest levels leads to finding a suitable job and position and thus a sufficient income.methods: this study was a quasi-experimental study with pretest-posttest design with control group. the statistical population of the study included all 9th   grade boys in the academic year 1398-1989. 30 subjects (15 experimental and 15 control) were selected by multistage cluster sampling. data were collected using two questionnaires: zajakova et al. (2005) 27-item questionnaire and flannner’s social competence questionnaire 47 (1990). data were analyzed using multivariate analysis of covariance (ancova).results: the findings of this study showed that 8 sessions of self-education, cognitive compassion significantly increased students’ self-efficacy beliefs and social competence in post-test.conclusion: according to the results, it can be said that self-cognitive compassion education can increase students ’academic self-efficacy and social competence and thus have a positive effect on students’ academic achievement. therefore, it is recommended to use interventional programs using the available capacities in schools.introduction: in today’s world, studying the factors affecting academic achievement is one of the major concerns in evaluating education and all the efforts of this system are targeted at fulfilling this goal. scientific progress can be achieved by training scientific and creative people. academic achievement contributes to the development of the country,  leads to finding a suitable job and position at the highest levels, and results in a sufficient income. therefore, the purpose of this study was to evaluate the effectiveness of cognitive self-compassion education, academic self-efficacy, and social adequacy in the ninth grade male students of yazd.methods: this research was quasi-experimental with pre-test/post-test design using a control group. the statistical population included all ninth grade male students in yazd in 2018-2019. data collection tools included  the 27-item questionnaire of zajakova et al. (2005), the 47-item questionnaire of flanner (1990), and the gilbert training package (2009). the stepwise cluster random sampling method was applied; the second educational district was randomly selected form all educational districts of yazd. later, a high school was selected randomly and then students of a grade (the ninth grade) were selected as the study sample. the students were randomly assigned into the experimental and control groups. the experimental group was exposed to cognitive self-compassion training in 8 sessions of 90 minutes. data were analyzed using analysis of covariance.results: based on the findings of this study, 8 sessions of cognitive self-compassion training increased the level of students’ self-efficacy and social adequacy significantly in the post-test phase (p <0.5).conclusion: according to the obtained results, the cognitive self-compassion education can increase the students’ academic self-efficacy and social adequacy, which have a positive effect on their academic achievement. therefore, application of the interventional programs in schools is recommended in this regard.