تاثیر شیوه‌ تدریس تعاملی اساتید بر عزت نفس و اضطراب دانشجویان

هدف: در محیط‌های آموزشی، سلامت روان یکی از عوامل مهم است که بر کیفیت یادگیری تاثیر می‌گذارد. این پژوهش به بررسی تاثیر شیوه‌های تدریس بر عزت نفس و اضطراب دانشجویان می‌پردازد.روش‌: این مطالعه از نوع شبه‌تجربی و کاربردی بوده و جامعه آماری آن شامل تمامی دانشجویان دانشکده روان‌شناسی دانشگاه مازندران در سال تحصیلی 1402-1403 می‌باشد. برای نمونه‌گیری از روش نمونه‌گیری در دسترس استفاده شد و دو کلاس 25 نفری به‌عنوان گروه‌های آزمایش و کنترل انتخاب شدند.جهت گردآوری داده‌ها از پرسشنامه‌های استاندارد عزت نفس (راجرز) و اضطراب دانشگاهی استفاده گردید. داده‌های جمع‌آوری‌شده با استفاده از نرم‌افزار spss نسخه 26 تحلیل شدند.یافته‌ها: نتایج نشان داد که در گروه آزمایش، میانگین عزت نفس در مرحله پس‌آزمون به‌طور معناداری افزایش یافت، در حالی که در گروه کنترل تغییری مشاهده نشد. همچنین، میانگین نمرات اضطراب در گروه آزمایش کاهش معناداری داشت، در حالی که در گروه کنترل بدون تغییر باقی ماند. تحلیل کوواریانس چندمتغیری نشان داد که تدریس تعاملی به ترتیب 51 درصد در افزایش عزت نفس و 54 درصد در کاهش اضطراب دانشجویان موثر بوده است. این روش با استفاده از فعالیت‌های گروهی و یادگیری مبتنی بر پروژه، احساس خودارزشمندی، اعتمادبه‌نفس و تعامل مثبت میان دانشجویان را تقویت کرده و اضطراب ناشی از ارزیابی را کاهش داده است. نتایج این پژوهش تاکید می‌کند که بهره‌گیری از شیوه‌های تدریس تعاملی می‌تواند به‌طور هم‌زمان بر بهبود سلامت روان و ارتقای کیفیت یادگیری دانشجویان موثر باشد. پیشنهاد می‌شود دانشگاه‌ها این روش‌ها را در برنامه‌های آموزشی خود گسترش دهند.

the impact of interactive teaching methods by instructors on students' self-esteem and anxiety

in educational environments, mental health is increasingly recognized as a crucial factor influencing both the quality and depth of students' learning experiences. a growing body of research highlights that mental well-being not only impacts students' engagement and focus but also plays a significant role in their overall academic success and long-term personal development. among the various dimensions of mental health, self-esteem and academic anxiety are two key psychological factors that can substantially influence students' academic outcomes. self-esteem, defined as an individual's sense of self-worth and capability, serves as a foundation for motivation, confidence, and resilience in the learning process. conversely, academic anxiety—often manifested as stress or worry related to academic performance—can severely hinder a student's ability to concentrate, retain information, and actively participate, ultimately impeding their academic progress. given the importance of these psychological factors, this study examines the effects of different teaching methodologies on students' self-esteem and academic anxiety, with the goal of contributing to the development of more supportive, engaging, and effective educational practices.this research employed a quasi-experimental design, selected to strike a balance between methodological rigor and the practical constraints inherent in real-world educational settings. classified as an applied study, this research focused on outcomes that could directly benefit the academic community of ayatollah amoli university. the target population included all students enrolled in the faculty of psychology at ayatollah amoli university during the 2023-2024 academic year. a sample of 50 students was selected using convenience sampling, a common approach in educational research that provides ease of access and feasibility. this sample was then divided into two groups: an experimental group exposed to interactive teaching methods and a control group that continued with traditional instructional approaches. each group consisted of 25 students, ensuring balanced demographic distribution and comparability across groups.to capture accurate insights into levels of self-esteem and academic anxiety, the data collection process employed standardized and validated assessment tools. self-esteem was measured using the rogers self-esteem scale, a well-established instrument that provides a comprehensive assessment of self-perception, personal competence, and interpersonal confidence. for assessing academic anxiety, a standardized academic anxiety questionnaire was utilized, specifically designed to gauge anxiety levels related to academic tasks, performance, and evaluations. by employing these reliable and validated instruments, the study sought to enhance the credibility and consistency of its measurements, thereby increasing the reliability of the findings.data analysis was performed using spss software version 26, facilitating in-depth data processing and interpretation. statistical analyses included independent samples t-tests and anova, enabling the research to examine differences between the experimental and control groups in terms of pre- and post-intervention changes in self-esteem and anxiety levels. results demonstrated that interactive teaching methods, especially those that encourage active student engagement such as project-based learning and structured group discussions, led to significant improvements in students' self-esteem. the findings suggest that interactive methods may foster a sense of agency, personal competence, and peer support—key factors associated with enhanced self-esteem. moreover, these interactive methods were also found to be effective in reducing academic anxiety levels, with students in the experimental group reporting lower levels of anxiety compared to those in the control group.