اثربخشی آموزش اسناد بر عزت نفس، تاب آوری و هیجان های پیشرفت دانش آموزان

ﻫﺪف از اﻧﺠﺎم ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺗﺒﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش اﺳﻨﺎد ﺑﺮ ﻋﺰتﻧﻔﺲ، ﺗﺎبآوری و ﻫﯿﺠﺎنﻫﺎی ﭘﯿﺸﺮﻓﺖ داﻧﺶآﻣﻮزان ﺑﻮد. ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، آزﻣﺎﯾﺸﯽ ﻫﻤﺮاه ﺑﺎ ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮔﻮاه ﺑﻮد. ﺟﺎﻣﻌﮥ آﻣﺎری ﭘﮋوﻫﺶ، ﺷﺎﻣﻞ ﺗﻤﺎﻣﯽ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﺳﺎل اول دوره‌ دوم ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮﺳﺘﺎن اراک ﺑﻮد ﮐﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1400-1401 ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ. از اﯾﻦ ﺟﺎﻣﻌﻪ، ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮی ﺧﻮﺷﻪای ﺗﻌﺪاد 30 داﻧﺶآﻣﻮز اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﭘﯿﺶآزﻣﻮن از آنﻫﺎ ﺑﻪ ﻋﻤﻞ آﻣﺪ. از اﯾﻦ ﻧﻤﻮﻧﻪ، 15 داﻧﺶآﻣﻮز در ﮔﺮوه آزﻣﺎﯾﺶ و 15 داﻧﺶآﻣﻮز در ﮔﺮوه ﮔﻮاه ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ ﮔﻤﺎرده ﺷﺪﻧﺪ. ﺳﭙﺲ ﺟﻠﺴﺎت آﻣﻮزش اﺳﻨﺎد روی ﮔﺮوه آزﻣﺎﯾﺶ اﻋﻤﺎل ﺷﺪ. ﺳﭙﺲ، از ﻫﺮ دو ﮔﺮوه ﭘﺲآزﻣﻮن ﺑﻪ ﻋﻤﻞ آﻣﺪ. اﺑﺰار ﻣﻮرداﺳﺘﻔﺎده در اﯾﻦ ﭘﮋوﻫﺶ ﭘﺮﺳﺸﻨﺎﻣﮥ ﺗﺎب آوری connor-davidson 2003 ، ﭘﺮﺳﺸﻨﺎﻣﮥ ﻋﺰتﻧﻔﺲ rosenberg 1965و ﭘﺮﺳﺸﻨﺎﻣﮥ ﻫﯿﺠﺎنﻫﺎی ﭘﯿﺸﺮﻓﺖ pekran و ﻫﻤﮑﺎران ) 2002( ﺑﻮد. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ ﻣﻮردﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﺑﻬﺒﻮد ﻣﻌﻨﯽداری در ﻧﻤﺮات ﻋﺰتﻧﻔﺲ، ﺗﺎبآوری و ﻫﯿﺠﺎﻧﺎت ﭘﯿﺸﺮﻓﺖ آزﻣﻮدﻧﯽﻫﺎی ﮔﺮوه آزﻣﺎﯾﺶ ﻧﺴﺒﺖ ﺑﻪ ﮔﺮوه ﮔﻮاه ﻧﺸﺎن داد؛ ﺑﻨﺎﺑﺮاﯾﻦ، ﻣﯽﺗﻮان از آﻣﻮزش اﺳﻨﺎد ﺟﻬﺖ ﮐﻤﮏ و راﻫﻨﻤﺎﯾﯽ داﻧﺶآﻣﻮزان ﺑﺮای ﺑﻬﺒﻮد ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ آنﻫﺎ اﺳﺘﻔﺎده ﮐﺮد.

the effectiveness of attribution training on student’s self-esteem, resilience and achievement emotions

the research was implemented to evaluate the impact of attribution training on self-esteem, resilience, and achievement emotions of students. this study employed a pilot study approach and involved both a pre-test and a subsequent test, with a control group to ensure the validity of the results. the study participants consisted of all female high school students in arak city who were studying in the academic year of 2022-2023. a total number of 30 high school students studying in arak city during the academic year of 2022-2023 were chosen through cluster sampling. both the experimental and control groups consisted of 15 randomly chosen students each. attribution training was then applied to the test group, while the control group was left without intervention. following this, both the experimental and control groups were assessed using the connor-davidson resilience scale (2003), rosenberg’s self-esteem scale (1965) and the pekran’s achievement emotions questionnaire (2002). the data were subsequently analyzed using covariance analysis to determine the outcomes of the study. the results demonstrated that the intervention group consistently outperformed the control group in terms of self-esteem scores, resiliency, and achievement emotional. this indicates that attribution training is an effective method for enhancing the academic performance of students. furthermore, the study suggests that the implementation of teaching tools and resources can further facilitate the improvement of students' academic capabilities.