تاثیر مداخله آموزشی چندرسانه ای بهداشت بلوغ بر خودپنداره و خودکارآمدیدختران نوجوان

مقدمه: عدم تطابق صحیح نوجوان با تغییرات دوران بلوغ می تواند تاثیر منفی بر خودپنداره و خودکارآمدی داشته باشد. لذا پژوهش حاضر با هدف بررسی تاثیر مداخله آموزشی چندرسانه ای  بهداشت  بلوغ بر خود پنداره و خودکارآمدی دختران نوجوان  طراحی و اجرا گردید.روش کار: پژوهش حاضر، مطالعه نیمه تجربی بوده که بر روی 100 دختر نوجوان 11-14 ساله در شهر ساوه در سال 1402 انجام شد. نمونه ها به طور تصادفی از دو مدرسه راهنمایی دولتی شهر ساوه انتخاب شدند. نمونه های گروه مداخله در کارگاه آموزشی 90 دقیقه ای در 5 جلسه به صورت دوبار در هفته شرکت نموده و گروه کنترل هیچ مداخله آموزشی دریافت نکردند. داده ها با استفاده از پرسشنامه های سنجش آگاهی و عملکرد بهداشت بلوغ، خودکارآمدی شرر و خودپنداره فضلی در سه مرحله قبل، بلافاصله بعد و 3 ماه بعد از تمام مداخله جمع آوری شدند و با استفاده از آزمونهای آماری توصیفی و تحلیلی در نرم افزار spss نسخه 24 تجریه و تحلیل شدند.یافته ها: نمرات آگاهی و عملکرد بلوغ، خودکارآمدی و خودپنداره بلافاصله و 3ماه بعد از مداخله به طور معناداری بیشتر از قبل از مداخله بود (p<0.05). اما در گروه کنترل در هر سه زمان مورد بررسی تفاوت معناداری در همه متغییرها یافت نشد (05/0

effect of multimedia puberty health education on self-efficacy and self-concept of adolescent girls

introduction: adolescents’ failure to properly adapt to the changes of puberty can affect their self-concept and self-efficacy. therefore, the present study aimed to assess the effectiveness of multimedia-based puberty health education on knowledge and practice of puberty health, self-esteem and emotion regulation in adolescent girls.methods: this quasi-experimental study was conducted on 100 adolescent girls aged 11-14 years from saveh city, markazi province, iran in 2022. they were selected randomly from two public middle schools and divided into two groups of intervention and control. the intervention group participated in five multimedia-based educational sessions, each lasting 90 minutes, held twice a week, focusing on physical and psychological health during puberty, while the control group did not receive any education. the data were collected using the puberty health knowledge and practice scales, the self-efficacy and self-concept. all adolescent girls completed the study questionnaire three times (before, immediately after, and three months after the intervention). data were analysed by using descriptive and analytical tests in spss ver.24 software.results: in intervention group, the scores of knowledge and practice of puberty, self-efficacy and self-concept immediately and 3 months after the intervention were significantly higher than before (p<0.05). however, in the control group, no significant difference was found in all variables at all three times (p<0.05). in addition, the scores of knowledge and practice of puberty health, self-efficacy and self-concept in the periods immediately and 3 months after the intervention were significantly higher in the intervention group than in the control group. also, the results of logistic regression test showed that puberty knowledge and performance after the intervention were significantly related to increased self-efficacy and self-concept.conclusion: the results shown that education on physical and psychology health of puberty increases self-efficacy and self-concept in adolescents. based on this finding, it is recommended that puberty health education be implemented in structured and regular training courses for adolescent girls.