اثربخشی برنامۀ آموزش بخشایشگری بر امیدواری تحصیلی در میان دانش‌آموزان قربانی قلدری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادگروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

2 دانشیارگروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

3 دانشجوی دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

چکیده

هدف پژوهش حاضر، ارزیابی اثربخشی برنامۀ آموزش بخشایشگری بر امیدواری تحصیلی در میان دانش‌آموزان قربانی قلدری دورۀ اول متوسطه بود. این پژوهش به لحاظ هدف کاربردی و از نوع مطالعۀ نیمه‌تجربی با پیش‌آزمون و پس‌آزمون و دارای گروه کنترل با پیگیری یک‌ماهه بود. از جامعۀ دانش‌آموزان متوسطۀ شهر تبریز در سال تحصیلی 1399-1398، با استفاده از روش نمونه‌گیری خوشه‌ای تک‌مرحله‌ای، نمونه‌ای متشکل از 32 دانش‌آموز پسر قربانی قلدری انتخاب شدند و در دو گروه 16 نفری به‌صورت تصادفی قرار گرفتند. گروه آزمایش ده جلسه مداخلۀ آموزش بخشایشگری دریافت کرد. بعد از اتمام آموزش نمرات پس‌آزمون اخذ و با استفاده از روش کوواریانس چندمتغیره تحلیل شد. ابزارهای پژوهش شامل پرسشنامۀ قربانی قلدری (BVS)، مقیاس امیدواری تحصیلی (AHS) و بستۀ آموزش بخشایشگری بود. داده‌ها با استفاده از روش تحلیل کوواریانس چندمتغیره در نرم‌افزار SPSS20 تجزیه و تحلیل شد. نتایج پژوهش نشان داد آموزش بخشایشگری بر مؤلفه‌های امیدواری تحصیلی در میان دانش‌آموزان قربانی قلدری در سطح 01/0 < Pتأثیر مثبت و معنادار دارد. براساس یافته‌ها می‌توان گفت آموزش بخشایشگری می‌تواند راهبرد مقابله‌ای مفیدی برای قربانیان قلدری باشد تا بتوانند برای غلبه بر آسیب‌های ناشی از تجارب گذشته یا وقایع آسیب‌زای آینده، آن را به‌کار گیرند و با ایجاد احساسات مثبت، امیدواری خود را بهبود بخشند. به لحاظ کاربردی، آموزش بخشایشگری می‌تواند به‌عنوان یک رویکرد مؤثر بالقوه توسط مربیان برای کمک به بهبود امیدواری تحصیلی و پیشگیری از قربانی‌شدن استفاده شود.

کلیدواژه‌ها


عنوان مقاله [English]

The Effectiveness of a Forgiveness Training Program on the Academic Hope of Students Who Have Been Victims of Bullying

نویسندگان [English]

  • Rahim BadriGargari 1
  • Eskandar Fathi Azar 2
  • Shahrooz Nemati 2
  • Delaram Mohammadi 3
1 Department of Educational Sciences, Faculty of Education al Sciences and and Psychology, University of Tabriz,, Tabriz, Iran
2 Department of Educational Sciences, Faculty of Education al Sciences and and Psychology, University of Tabriz,, Tabriz, Iran.
3 PhD Student in Educational Psychology, Faculty of Education Sciences and Psychology,University of Tabriz, Tabriz, Iran.
چکیده [English]

The purpose of this study was to examine the effectiveness of a forgiveness training program on the academic hope of students who have been victims of bullying. This study was an applied and semi-experimental study with pretest/posttest and a control group with one-month follow-up. A sample of 32 male students who were victims of bullying was selected from the high school students of Tabriz in the academic year 2019-2020 using the one-stage cluster sampling method and randomly divided into two groups of 16. The experimental group received ten sessions of the forgiveness training. After the training, the posttest results were obtained and analyzed using multivariate covariance. Research instruments included the Bullying Victims Scale (BVS), Academic Hope Scale (AHS), and the Forgiveness Training Package. Data were analyzed using multivariate analysis of covariance in SPSS20 software. The results showed that forgiveness training has a positive and significant effect on the components of academic hope in students who are victims of bullying, P <0.01. Based on the results, it can be said that forgiveness training can be a useful coping strategy for bullying victims so that they can use forgiveness to overcome the trauma of past experiences or traumatic events and improve their hope by creating positive emotions. In practice, forgiveness training can be used by educators as a potentially effective approach to improve school hope and prevent victimization.

کلیدواژه‌ها [English]

  • Forgiveness Training
  • Academic Hope
  • Victim
  • Bullying
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دوره 13، شماره 2
1401
صفحه 265-281
  • تاریخ دریافت: 26 خرداد 1400
  • تاریخ بازنگری: 11 مرداد 1400
  • تاریخ پذیرش: 17 مرداد 1400
  • تاریخ اولین انتشار: 01 شهریور 1401
  • تاریخ انتشار: 01 شهریور 1401