اثربخشی آموزش مهارت‌های مثبت‌اندیشی بر خویشتن‌داری و خودآگاهی دانش‌آموزان

این پژوهش، با هدف اثربخشی آموزش مهارت‌های مثبت‌اندیشی بر خویشتن‌داری و خودآگاهی دانش‌آموزان پایه‌ ششم ابتدایی انجام شد. روش پژوهش، نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون با گروه کنترل بود. از بین دانش‌آموزان مورد مطالعه، با اجرای پرسشنامه مثبت‌اندیشی، 57 نفر دارای مثبت‌اندیشی پایین، شناسایی و پس از احراز شرایط لازم و همتاسازی، 30 نفر به‌عنوان نمونه، انتخاب و به‌صورت تصادفی ساده در دو گروه 15 نفری آزمایش و کنترل جایگزین شدند. برنامه مثبت‌اندیشی در 8 جلسه روی گروه آزمایش اجرا شد. پس از اتمام دوره آموزشی و برگزاری پس‌آزمون، داده‌های پژوهش با استفاده از مقیاس خویشتن‌داری و مقیاس خودآگاهی جمع‌آوری شد. تحلیل داده‌ها با استفاده از تحلیل کواریانس انجام شد. نتایج تحلیل کواریانس نشان دادند برنامه آموزش مثبت‌اندیشی موجب اثربخشی و افزایش خویشتن‌داری و خودآگاهی دانش‌آموزان می‌شود و این اثر در مرحله پیگیری بعد از چهار ماه همچنان پایدار بود. نتایج پژوهش، بیانگر آن است که آموزش مثبت‌اندیشی می‌تواند به‌عنوان یک روش مداخله‌ای مناسب، برای ارتقای توانایی‌های خویشتن‌داری و خودآگاهی دانش‌آموزان استفاده شود.

the effectiveness of positive thinking skills training for improving students’ self-control and self-awareness

this research was conducted with the aim of evaluating the effectiveness of teaching positive thinking skills to enhance self-control and self-awareness of sixth grade elementary school students. the research method was semi-experimental with a pre-test and post-test design and a control group. among the studied students, 57 individuals who had low positive thinking were identified by implementing a positive thinking questionnaire. after meeting the required conditions and matching, 30 people were selected as the study sample and were randomly divided into two control and experimental groups of 15 people. the positive thinking program was implemented on the experimental group in 8 sessions. after the training course was finished and the post-test were held, research data were collected using self-restraint scale and self-awareness scale. data analyzed using covariance analysis. the results of the covariance analysis showed that positive thinking training program was effective and increased students’ self-control and self-awareness, and this effect was still stable in the follow-up phase after four months. the results of the research clarify that positive thinking training can be used as a suitable interventional method to improve self-control and self-awareness of students.introductionhuman nature and personality have important capabilities and features which include self-control, self-awareness, and positive thinking. self-control as an important part of human performance is one of the basic and fundamental elements in the formation of human behavior (ka’abe et al., 2017). research findings have shown that people who have more self-control are more successful in all areas than people who act impulsively and without self-control (nouri, 2008 as cited in kazemi et al., 2011). another component that converges with human behavior is self-awareness. self-awareness is the ability to pay attention to oneself (carden et al., 2021). people who have self-awareness identify their feelings and become aware of them and control these feelings. they become aware of their weaknesses and strengths, and by relying on their strengths, they reduce their weaknesses (joe, 2010).there are little research indications on the effect of teaching positive thinking skills on self-control and self-awareness has not been investigated. this research has been with the aim of showing the effectiveness of teaching positive thinking skills on students’ self-awareness and self-control. to achieve this goal, two questions were formulated and tested as follows.does teaching positive thinking skills have an effect on students’ self-control? 2. does teaching positive thinking skills have an effect on students’ self-awareness? methodthis research was conducted with a semi-experimental method with a pre-test and post-test design with a control group and a four-month follow-up. the statistical community of this study was made up of all the students of the sixth grade of salas babajani in the academic year (2018-2019). in order to identify the students who had low positive thinking, 222 people were first selected using the cluster sampling method. by implementing the positive thinking questionnaire of ingram and visnicki (1998), 57 people who had low positive thinking have been recognized, and then among the participants who had the conditions to enter the research, 30 people were selected by a simple random method and were assigned to two groups of experimental (15 people) and control (15 people). self-awareness questionnaire and self-control questionnaire were used to collect data.based on seligman’s positive thinking training protocol (2000), the positive thinking skill training program was presented to the experimental group for 8 ninty-minute sessions (two sessions per week) in the adobe connect application. to conduct the research, first in order to implement the pre-test, the self-awareness and self-control questionnaire were given to the control and experimental groups, and the data related to the pre-test were collected. then the participants in the experimental group were trained in skills in 8 sessions of 1.5 hours in workshops through the booklet of positive thinking skills. at the end of the workshops, the mentioned questionnaires (post-test) were again presented to both groups to complete again. finally, to evaluate the effect of the experimental intervention in the follow-up phase after 4 months, the questionnaires were implemented again and the data of this phase were collected. to analyze the data, covariance analysis tests were used.   resultstable 1the average scores of the two groups in the pre-test , post-test, follow-up and the normality of the datakurtosisskewnessfollow-uppost-testpre-exam  standard deviationaveragestandard deviationaveragestandard