اثربخشی تلفیق آموزش سرمایهٔ روان‌شناختی و خودتعیین‌گری بر کاهش فرسودگی تحصیلی دختران دانش‌آموز

زمینه وهدف: فرسودگی تحصیلی به خستگی ناشی از وظایف مدرسه و نگرش های بدبینانه به مدرسه و باور ناکارآمدی در دستیابی به اهداف مدارس اشاره دارد که با توجه به اهمیت آن در زندگی تحصیلی دانش آموزان، لزوم مداخلات آزمایشی جهت کاهش آن آشکار است؛ بنابراین هدف پژوهش حاضر تعیین اثربخشی تلفیق آموزش سرمایهٔ روان شناختی و خودتعیین گری بر کاهش فرسودگی تحصیلی دختران دانش آموز بود.روش بررسی: روش پژوهش شبه آزمایشی با طرح پیش آزمون پس آزمون با گروه کنترل و پیگیری بود. جامعهٔ آماری را دانش آموزان دختر مقاطع هفتم و هشتم و نهم یکی از مدارس دخترانهٔ شهر تهران در سال 1395 تشکیل دادند که تعداد، 118 نفر بود. به روش نمونه گیری تصادفی، از بین دانش آموزان دارای فرسودگی تحصیلی 30 نفر به عنوان نمونه انتخاب شده و به تصادف در دو گروه آزمایش و کنترل قرار گرفتند. ابزار پژوهش، پرسشنامهٔ بررسی فرسودگی دانش آموز مسلش، ساختهٔ شائوفلی و همکاران در سال 2002 بود. آموزش تلفیقی سرمایهٔ روان شناختی و خودتعیین گری در 14 جلسه برای گروه آزمایش صورت گرفت. داده های جمع آوری شده با استفاده از طرح ترکیبی دوطرفهٔ چندمتغیری و به کمک نسخهٔ 21 نرم افزار spss تحلیل شد.یافته ها: تلفیق آموزش سرمایهٔ روان شناختی و خودتعیین گری موجب کاهش معنادار مولفه های بی علاقگی (0٫001>p) و ناکارآمدی تحصیلیِ (0٫047=p) شد و باتوجه به نتایج آزمون پیگیری این اثرات در طی زمان ماندگار بود؛ اما آموزش تلفیقی منجربه کاهش مولفهٔ خستگی هیجانی نشد.نتیجه گیری: باتوجه به یافته های پژوهش حاضر، آموزش مبتنی بر تلفیق سرمایهٔ روان شناختی و خودتعیین گری منجربه کاهش فرسودگی تحصیلی دانش آموزان این مدرسه شده است.

Combining the Education of Psychological Capital and Selfdetermination on Reducing Academic Burnout among Students

Background & Objective: Academic exhaustion refers to fatigue due to school duties, pessimistic attitudes towards school, and ineffective belief in achieving school goals. Based on the importance of student’s educational life, experimental interventions need to reduce the academic exhaustion is necessary. Appropriate experimental interventions is the teaching of psychological capital and selfidentification. Psychological capital can be considered as an important personal source, according to the theory of conservation of resources. On the other hand, selfdetermination, introduced by Decis and Ryan in 1985 and 2002, is one of the motivational approaches that have considered more attention to it recent years. Since psychological capital and selfdetermination are both effective in promoting academic achievement by providing motivation, it seems that the teaching of psychological capital and selfdetermination can affect students’ academic exhaustion and reduce it. Therefore, the purpose of this study was to determine the effectiveness of the combination of selfdetermination education and psychological capital on reducing the academic burnout of female students.Methods:The study was a semiexperimental and pretestposttest design with a control and follow up group. The statistical population consisted of the 7th, 8th and 9th grade students of a school in Tehran (capital city of Iran) in 2016 (n=118). The study tool was a questionnaire for a burnout study of Shaoufli (2002). In order to select samples, Maslach educational burnout questionnaire was first performed on the entire population. Students with high and moderate academic burnout scores of over 37 were identified as students with academic burnout (89 people in the study). To select the sample size, using Cohen table, the effect of 0.5, test power of 94 and significance level of 0.05, the volume of each group was 15, and the total sample size was estimated to be 30. Then, 30 students were selected randomly among students with high and moderate academic burnout. They were randomly assigned into two experimental and control groups. To analyze the data, multivariate analysis of covariance was used. The time variable was considered as a factor with three levels of pretest, posttest and followup, and the variable of compilation of psychological capital and selfdetermination were studied as the second factor.Results: In this study, 30 participants participated in two experimental and control groups (n in each group was 15), the mean and standard deviation of the experimental group were 14.53 ± 0.58 and 14.38 ± 0.414, respectively. The two groups did not differ significantly in terms of mean age (p=0.816). This suggests that two groups were homogeneous in terms of age. The mean and standard deviation of the experimental group were 19.58 ± 0.15 and 19.35 ± 0.33, respectively. Two groups did not have a significant difference in terms of grade gained (p=0.331). The combination of teaching psychological capital and selfdetermination led to a significant reduction in the levels of anxiousness (p<0.001) at 0.01 and educational inefficiency (p=0.047) at the level of 0.05. According to the results of the followup test, these effects it was lasting over time. However, compilation training did not reduce the emotional exhaustion component.Conclusion:It could be concluded that training of psychological capital and selfdetermination by improving the level of selfefficacy, resilience, hope and optimism, as well as increasing the perception of competence, autonomy and communication, have reduced the academic exhaustion of the students of the school.