نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکترای روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.
2 استاد گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، تبریز، دانشگاه تبریز، ایران.
3 دانشیار روان‌شناسی مشاوره، دانشکده علوم تربیتی و روان‌شناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.
4 استاد روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، تبریز، دانشگاه تبریز، ایران.
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
One of the unique characteristics of adolescence is the enjoyment, pride and hope of education, which has positive consequences for the adolescent, family and society.In this program, students were taught "cognitive emotion regulation" and "social competence".The design of this research was pre-test-post-test with an unequal control group and a semi-experimental research method in which the questionnaire "positive learning emotions of learners" was used before and after the training.The statistical population of the research was the 11th grade male students of Marand city, who were selected and replaced in three experimental groups 1, 2 and the control group using the multi-stage cluster random sampling method to participate in the research.The first experimental group was taught "cognitive emotion regulation";The second experimental group was taught "social competence" and the control group did not receive any training. Data were analyzed by SPSS-24 software.The results of multivariate and univariate covariance analysis showed that there is a significant difference between the groups in increasing the positive learning emotions of learners (p<0.05).The two experimental groups that were taught the educational package of "cognitive regulation of emotion" and "social competence" had higher positive learning emotions compared to the control group.By controlling the effect of the pre-test in the two experimental groups, the two methods of teaching social competence and cognitive emotion regulation have different effects, and this difference is in favor of cognitive emotion regulation education (F=32.35, p<0.05).The positive learning emotions of learners in the post-test are significantly different among groups of students.
کلیدواژه‌ها [English]
)