اثربخشی آموزش برنامه بازآموزی اسنادی بر ارزیابی‌های شناختی و رفتارهای پیشرفت دانشجویان

نویسندگان
دانشگاه خوارزمی
چکیده
چکیده

هدف: پژوهش حاضر با هدف تعیین اثربخشی برنامه تاب­آوری پنسیلوانیا بر ارزیابی­های شناختی و رفتارهای پیشرفت در دانشجویان انجام شد. روش: در این پژوهش ­شبه تجربی با طرح پیش­آزمون پس­آزمون، 51 دانشجوی کارشناسی دانشگاه خوارزمی که در سال 95-94 مشغول به تحصیل بودند. نمونه پژوهش حاضر به روش نمونه گیری در دسترس انتخاب شد. و بعد از آن بصورت تصادفی در دو گروه آزمایش(25 نفر) و کنترل(26 نفر) منتسب شدند. از طریق 6 جلسه دو ساعته، آموزش برنامه تاب آوری به شیوه گروهی برای گروه آزمایش اجرا شد. آزمودنی ها، قبل و بعد از آموزش به نسخه تجدیدنظر شده ابزار ارزیابی شناختی استرس (SAM-R؛ رویلی، روسچ، جاریکا و واگان، 2005) و پرسشنامه راهبردهای مدیریت منابع (MSLQ، پینتریچ، اسمیت، گارسیا و مک­کیچی، 1991) پاسخ دادند.. یافته­ها: نتایج تحلیل کواریانس نشان داد که با کنترل پیش آزمون بین گروه­های آزمایش و کنترل در افزایش ارزیابی های شناختی مبتنی بر چالش و منابع و رفتارهای پیشرفت تحصیلی شامل کمک طلبی، مدیریت زمان و محیط، یادگیری از همسالان و نظم دهی به تلاش) و نیز در کاهش ارزیابی­های شناختی مبتنی بر تهدید تفاوت معنی داری وجود دارد(05/0 >P). نتیجه­گیری: به طور کلی، نتایج مطالعه حاضر نشان می­دهد که برنامه تاب آوری پنسیلوانیا از طریق 1)کمک به فراگیران برای شناسایی توانمندی های فردی خویش (احساس فردی، نگرش­ها و باورها) و2) همچنین غنی­سازی مهارت­های رابطه بین­فردی، در بهبود ارزیابی های شناختی و رفتارهای پیشرفت دانشجویان موثر بوده است

واژه­های کلیدی: برنامه تاب­آوری پنسیلوانیا، ارزیابی های شناختی، رفتارهای پیشرفت.
کلیدواژه‌ها

عنوان مقاله English

The Effect of resilience program training on cognitive appraisal and achievement behaviors among university students

نویسندگان English

saeed toulabi
hamidreza hassanabadi
Balal Izanloo
kharazmi university
چکیده English

Aim: The purpose of this study was to examine the effective of the Pennsylvania resilience program training on cognitive appraisal and achievement behaviors among university students.

Method: In this pretest-posttest nonequivalent-group design, 51 undergraduate students at Kharazmi University in experimental and control groups responded to the Cognitive appraisal scale (CAS, Lazarus, and Folkman, 1984) and the motivation strategies for learning questionnaire (MSLQ, Pintrich, Smith, Garcia, & McKeachie, 1991). The experimental group received 6 resilience training sessions (2 hours a session). Results: The results of multivariate covariance analysis indicated that the resilience program training was effective in increasing cognitive appraisal and achievement behaviors in short term. Conclusion: These findings suggest that resilience program training improve the achievement behaviors of university by letting them: 1) find their personal power (personal feeling, attitudes and beliefs), 2) find and make full use of their external resources (development of security and feeling of protection), 3) master their interpersonal skills and problem solving ability (such as persistence, humor and communication).

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