مقایسه اثربخشی روش آموزش تأیید خود و آموزش مثبت‌نگر بر بهزیستی تحصیلی و التزام تحصیلی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری تخصصی مشاوره، گروه روان‌شناسی، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران

2 گروه آموزش روان‌شناسی و مشاوره، دانشگاه فرهنگیان‌، تهران، ایران

3 گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

4 گروه روان‌شناسی، واحد بروجرد، دانشگاه آزاد اسلامی، بروجرد، ایران

10.22034/jmpr.2026.68664.6774

چکیده

هدف این پژوهش مقایسه اثربخشی روش آموزش تایید خود و آموزش مثبت‌نگر بر بهزیستی تحصیلی و التزام تحصیلی دانش‌آموزان بود. طرح این پژوهش از نوع نیمه‌آزمایشی با پیش‌آزمون-پس‌آزمون و گروه گواه بود. جامعه آماری شامل کلیه دانش‌آموزان پسر مقطع متوسطه در شهرستان درگز در سال 1404 بوده که شکست تحصیلی را تجربه کرده بودند. تعداد ۶۰ دانش‌آموز به روش نمونه‌گیری هدفمند انتخاب و به‌صورت تصادفی در سه گروه آموزش خودتأییدی، آموزش روان‌شناسی مثبت و گروه گواه قرار گرفتند. برنامه‌های آموزشی طی یک دوره مشخص اجرا شد و داده‌ها از طریق پرسشنامه بهزیستی تحصیلی (تومینین سوینی و همکاران، 2012) و التزام تحصیلی (تینیو، 2009) جمع‌آوری شدند. تحلیل داده‌ها با استفاده از تحلیل واریانس با اندازه‌گیری مکرر و آزمون تعقیبی بونفرونی انجام گرفت. نتایج نشان داد که هر دو روش برنامه آموزش خودتأییدی و برنامه آموزش مثبت‌نگر به‌طور معناداری بهزیستی تحصیلی و التزام تحصیلی دانش‌آموزان را در مقایسه با گروه گواه بهبود بخشیدند (0/05 >p). با این‌حال، آموزش روان‌شناسی مثبت اثربخشی بیشتری در افزایش بهزیستی تحصیلی و التزام تحصیلی داشت. این بهبودها در مرحله پیگیری نیز حفظ شدند که نشان‌دهنده مزایای بلندمدت این مداخلات است. یافته‌ها نشان داد که ادغام اصول روان‌شناسی مثبت در محیط‌های آموزشی می‌تواند انگیزه، تاب‌آوری و عملکرد تحصیلی دانش‌آموزان را بهبود بخشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparison of the Effectiveness of Self-Affirmation Training and Positive Psychology Training on Academic Well-Being and Academic Engagement of Male High School Students

نویسندگان [English]

  • Amin Kamyab 1
  • Mojtaba Mohammadi Jalali Farahani 2
  • Amin Koraei 3
  • Kourosh Goodarzi 4
1 PhD student in Counseling, Department of Psychology, Bo.C., Islamic Azad University, Borujerd, Iran
2 Department of Psychology and Counseling‌, Farhangian University, Tehran, Iran
3 Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Madani University of Azarbaijan, Tabriz, Iran
4 Department of Psychology, Bo.C., Islamic Azad University, Borujerd, Iran
چکیده [English]

The aim of the present study was to compare the effectiveness of self-affirmation training and positive psychology training on academic well-being and academic engagement among students. The research design was quasi-experimental with a pretest–posttest and control group. The statistical population consisted of all male secondary school students in Dargaz in 2025 who had experienced academic failure. A total of 60 students were selected using purposive sampling and were randomly assigned to three groups: self-affirmation training, positive psychology training, and a control group. The training programs were implemented over a specified period, and data were collected using the Academic Well-being Questionnaire (Tomiinien-Soini et al., 2012) and the Academic Engagement Scale (Tynjälä, 2009). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc test. The results showed that both the self-affirmation training program and the positive psychology training program significantly improved students’ academic well-being and academic engagement compared to the control group (p < 0.05). However, positive psychology training demonstrated greater effectiveness in enhancing academic well-being and academic engagement. These improvements were also maintained in the follow-up phase, indicating the long-term benefits of these interventions. Overall, the findings suggest that integrating positive psychology principles into educational settings can enhance students’ motivation, resilience, and academic performance.

کلیدواژه‌ها [English]

  • academic failure
  • self-affirmation training
  • positive psychology
  • academic well-being
  • academic engagement
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