اثربخشی آموزش مدیریت زمان بر نیازهای خود تعیین گری و جهت‌گیری زندگی دانش آموزان دختر

پژوهش حاضر با هدف تعیین اثربخشی آموزش مدیریت زمان بر نیازهای خودتعیین ­گری و جهت‌گیری زندگی دانش آموزان دختر انجام شد. این پژوهش نیمه آزمایشی با طرح پیش آزمون - پس آزمون با گروه کنترل بود. تعداد 30 نفر از دانش آموزان دختر پایه چهارم ابتدایی شهرستان جغتای در سال تحصیلی 1403-1402 با روش نمونه‌گیری در دسترس انتخاب و به ‌صورت تصادفی در دو گروه آزمایش و گروه کنترل جایگزین شدند. گردآوری داده‌ها با مقیاس ارضای نیازهای بنیادین عمومی (bnsg-s) و آزمون جهت‌گیری زندگی (lot) انجام شد. گروه آزمایش به مدت 8 جلسه 90 دقیقه‌ای تحت آموزش مدیریت زمان قرار گرفتند و گروه کنترل هیچ‌گونه مداخله‌ای دریافت نکردند. تحلیل کواریانس چندمتغیره نتایج نشان داد که آموزش مدیریت زمان بر نیازهای خودتعیین گری و جهت‌گیری زندگی دانش آموزان دختر اثر مثبت و معناداری دارد (0.05>p). به نظر می‌رسد که بهتر است مشاوران مدارس از آموزش مدیریت زمان برای کمک به تحقق نیازهای خودتعیین‌گری و جهت­ گیری زندگی استفاده کنند.

the effectiveness of time management training on the self-determination needs and life orientation of female students

introduction the primary education level is fundamental, as it establishes the foundation for future learning (piscová et al., 2023). research underscores the critical role of addressing self-determination needs during childhood to support this foundation (mansur nejad et al., 2019). these needs, which encompass autonomy, competence, and relatedness, are closely linked to individual functioning across personal, social, and academic domains. fostering these dimensions promotes empowerment and enhances success (ciydem et al., 2023). life orientation is one area influenced by the fulfillment of self-determination needs. satisfaction of autonomy, competence, and relatedness fosters capabilities that shape individuals’ attitudes and expectations toward life (wang et al., 2019). defined as the tendency to hold positive or negative expectations about the future, life orientation is impacted by these core dimensions, affecting individuals' self-perception and outlook (wang et al., 2023). evidence suggests that fostering self-determination needs can be achieved through life skills education (zheng et al., 2023). research also emphasizes that life skills training, particularly in developing a positive life outlook, plays a significant role (sheivandi cholicheh et al., 2010). educational and mental health initiatives have increasingly recognized life skills training as pivotal (heidari & mottaghi, 2014). among the ten basic life skills identified by the world health organization, time management is particularly impactful. time management training at an early age enhances academic achievement (abbasi & fathi-azar, 2010). this skill involves planning, organizing, and controlling time for specific tasks, prioritizing essential activities, and minimizing time spent on less critical ones (tavuma et al., 2022). research indicates that time management training enhances individuals' sense of competence (camiré et al., 2019) and contributes to fulfilling basic self-determination needs, linking it to competence and autonomy (hodge et al., 2016). this study investigates the impact of time management training on self-determination needs and life orientation. despite its relevance, previous research has not examined these variables in relation to time management education, emphasizing the significance of this inquiry. moreover, conducting this study among elementary school students addresses a research gap and represents a novel contribution to the field. the research aims to determine whether time management education effectively supports the self-determination and life orientation needs of female students.