طراحی مدل کلاس شکوفا و اثربخشی آن بر ارضای نیازهای روان‌شناختی نوجوانان دختر

نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه روان شناسی، دانشگاه آزاد اسلامی، واحد اسلامشهر، اسلامشهر، ایران

چکیده

پژوهش حاضر با هدف طراحی مدل کلاس شکوفا و بررسی اثربخشی آن بر ارضای نیازهای روان‌شناختی نوجوانان دختر اجرا شده است. روش تحقیق عملی-توسعه‌ای و به لحاظ گردآوری اطلاعات، از نوع آمیخته است که در دو مرحله انجام شده است. مرحلۀ اول به روش نظریه داده‌بنیاد صورت گرفت و مؤلفه‌های سازندۀ کلاس شکوفا به‌کمک مصاحبه با 15 متخصص شناسایی شدند. نتایج حاصل از کدگذاری نظری نشان می‌دهد کلاس شکوفا شامل شش محور ایجاد فضایی پذیرنده، تقویت پیوند گروهی و هویت اجتماعی، آموزش مهارت‌های ارتباطی، آموزش مهارت مدیریت هیجان، حمایت از خودمختاری و توسعۀ مهارت‌ها و منابع درونی دانش‌آموزان است. براساس این شش محور، بستۀ آموزشی 14 جلسه‌ای برای ایجاد کلاس شکوفا برای دبیران طراحی شد. مرحلۀ دوم پژوهش به روش شبه‌آزمایشی انجام گرفت. جامعۀ آماری این مرحله از پژوهش شامل دبیران و دانش‌آموزان مدارس دورۀ متوسطه دوم دخترانۀ منطقۀ 5 آموزش و پرورش شهر تهران در سال تحصیلی 1399-1398 است. دبیران دو مدرسه در پایه‌های دهم و یازدهم به روش دردسترس انتخاب شدند و در گروه آزمایش در 14 جلسۀ آموزشی شرکت کردند. متغیر وابسته پژوهش حاضر نیز بر روی همۀ دانش‌آموزان این گروه از دبیران (138 نفر) اجرا شد. ابزار این مرحله مقیاس نیازهای روان‌شناختی بنیادی در مدرسه (ASPBPNSS) است. داده‌ها با استفاده از نرم‌افزارSPSS  و تحلیل کوواریانس چندمتغیرۀ یک‌راهه بررسی شد. یافته‌ها نشان می‌دهد اجرای مؤلفه‌های کلاس شکوفا به افزایش ارضای نیازهای استقلال، برقراری ارتباط و ادراک از شایستگی در نوجوانان دختر منجر شده است.
 
 

کلیدواژه‌ها


عنوان مقاله [English]

The Development of a Flourishing Class Model and Its Effectiveness on the Satisfaction of Psychological Needs in Female Adolescents

نویسنده [English]

  • Zohreh Esmaeilzadeh
Department of primary Education Group, Psychology and Educational science faculty , university, Islamshahr Branch, Islamic Azad university, Islamshahr, Iran
چکیده [English]

The purpose of this study is to develop a flourishing class model and evaluate its effectiveness on the satisfaction of psychological needs in female adolescents. This is a mixed-method developmental research study that involves data collection in two phases. The first phase was grounded theory, in which the components of the flourishing class were identified through interviews with 15 experts. These individuals were selected using the purposive sampling method. The criteria for selecting a sample of positive psychologists included their activities in the field of positive psychology and flourishing in children and adolescents. Data were analyzed using theoretical coding. Based on the opinions obtained from the experts, creating a flourishing class includes six dimensions: Creating open spaces, acceptance, strengthening group bonding and members’ shared social identity, teaching communication and participation skills, training emotion management skills, supporting student autonomy, and developing students’ skills and internal resources. Based on these six axes, a 14-session training package was designed to create a flourishing class for teachers. The second phase of the research was conducted using a quasi-experimental method. The statistical population of this research phase was the secondary schools for girls in Tehran and two schools were selected according to the available methods. All teachers and students of the tenth and eleventh grades of the school in the experimental group participated in fourteen teaching sessions and the dependent variable of the present study was conducted on all students of these two grades (138 students). The data collection instruments included the Basic Psychological Needs Scale (ASPBPNS). The data collected were analyzed using MANCOVA. Results indicated that the implementation of components of flourishing instruction resulted in increased satisfaction of needs for independence, communication, and perception of competence in female adolescents.
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کلیدواژه‌ها [English]

  • flourishing
  • flourishing class
  • psychological needs in school
  • Need for independence
  • need for communication and perception of competence
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