اثربخشی آموزش خودکارآمدی بر تنظیم شناختی هیجان و استرس تحصیلی دانش آموزان دختر دوره دوم متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

• فاطمه گرجین پور ¹
• مجید برزگر ²

¹ کارشناسی ارشد، روانشناسی بالینی، گروه روانشناسی، دانشگاه آزاد اسلامی، واحد مرودشت، مرودشت، ایران

² استادیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد مرودشت، مرودشت، ایران

10.30495/jzvj.2021.26917.3458

چکیده

پژوهش حاضر با هدف تبیین اثربخشی آموزش خودکارآمدی بر تنظیم شناختی هیجان و استرس تحصیلی دانش آموزان دختر دوره دوم متوسطه انجام پذیرفت. جامعه آماری پژوهش شامل کلیه دانش آموزان دختر دوره دوم متوسطه شهر شیراز در سال تحصیلی 98-99 بودند. از بین جامعه آماری 30 نفر(15نفر گروه آزمایش و15نفر گروه کنترل) از دانش آموزان دختر دوره دوم متوسطه انتخاب شدند. برای جمع آوری داده ها از مقیاس تنظیم شناختی هیجان گارنفسکی و همکاران (2001) و استرس تحصیلی انگ وهوان(2006) استفاده گردید. پس از اجرای پیش آزمون گروه آزمایش به مدت 8 جلسه 90 دقیقه ای، آموزش خودکارآمدی به شیوه گروهی دیدند. آموزش خودکارآمدی به صورت معناداری باعث افزایش راهبردهای سازگارانه تنظیم شناختی هیجان(تمرکز مجدد مثبت، ارزیابی مجدد مثبت، پذیرش و تمرکز مجدد بر برنامه ریزی)(p<0.01) و کاهش استرس تحصیلی(انتظارات خود- انتظارات والدین- معلمان) دانش آموزان دختر دوره دوم متوسطه شد(p<0.01). برنامه آموزش خودکارآمدی می تواند جزء برنامه های مداخلاتی در سطوح گروه های هدف و جمعیت عمومی مراکز مشاوره ی مدارس در نظر گرفته شود و از طریق افزایش راهبردهای سازگارانه تنظیم شناختی هیجان و کاهش استرس تحصیلی دانش آموزان به افزایش بهره وری محیط آموزشی کمک کند.

کلیدواژه‌ها

• خودکارآمدی
• تنظیم شناختی هیجان
• استرس تحصیلی
• دانش آموزان

20.1001.1.20088566.1401.13.49.7.1

---

عنوان مقاله [English]

The Effectiveness of Self-Efficacy Training on Emotional Cognitive Adjustment and Student's Stress in Secondary School Students

نویسندگان [English]

• Fatemeh Gorjinpour ¹
• Majid Barzegar ²

¹ M.Sc., Clinical Psychology, Department of Psychology, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran

² Assistant Professor, Department of Psychology, Islamic Azad University, Marvdasht Branch, Marvdasht, Iran

چکیده [English]

The purpose of this study was to investigate the effectiveness of self - efficacy training on emotional Cognitive Adjustment and Student's Stress in Secondary School Students. The population of the study consisted of all high school girl students in shiraz in academic year2019-2020. The subjects were randomly divided into two groups: experimental group (N=15) and control group (N=15). Garnefski et al.'s (2001) Cognitive Emotion Regulation Scale and Ang & Huan (2006)Academic Expectations Stress Inventory AESI were used to collect data. After performing the pre-test of the experimental group for 8 sessions of 90 minutes, they received self-efficacy training in a group manner. Self-efficacy training significantly increases adaptive cognitive emotion regulation strategies (positive refocus, positive reassessment, acceptance and refocus on planning) (p<0.01) and reduces academic stress (self-expectations , parents-expectations ,teachers-expectations) of girls students (p <0.01). Self-efficacy training program can be considered as an intervention program at the level of target groups and the general population of school counseling centers. Self-efficacy training program increase the productivity of the learning environment by increasing adaptive cognitive emotion regulation strategies And reduce students' academic stress.

کلیدواژه‌ها [English]

• Self-efficacy
• Sognitive emotion regulation
• Academic stress
• Students

مراجع

1- Ngui GK, Lay YF. The Effect of Emotional Intelligence, Self-Efficacy, Subjective Well-Being and Resilience on Student Teachers' Perceived Practicum Stress: A Malaysian Case Study. European Journal of Educational Research. 2020;9(1):277-91.

2- Azher M, Anwar MN, Naz A. An investigation of foreign language classroom anxiety and its relationship with students achi

- Abolghasemi a, baigi p. Comparison the efficacy of trainings of cognitive-behavior and emotion regulation

evement. Journal of College Teaching & Learning (TLC). 2010;7(11).

3 skills on self-efficacy and academic adjustment of students with test anxiety. Educational Psychology. 2012;7(22):21-42.

4- shafiee i, bahrami h, hatami h. Effectiveness of Positive Thinking training on Cognitive emotion regulation and Academic procrastination in Secondary school girl students. jiera. 2019;13(47):23-40.

5- Matuga JM. Self-regulation, goal orientation, and academic achievement of secondary students in online university courses. Journal of Educational Technology & Society. 2009;12(3):4-11.

6- Alzubaidi E, Aldridge JM, Khine MS. Learning English as a second language at the university level in Jordan: Motivation, self-regulation and learning environment perceptions. Learning Environments Research. 2016;19(1):133-52.

7- Asli azad m, manshaee gr, Ghamarani A. Effectiveness of Acceptance and Commitment Therapy on Cognitive Emotion Regulation and Intolerance of uncertainty of The Students with Obsessive-Compulsive Disorder. Psychology of Exceptional Individuals. 2020;9(36):33-53.

8- Aldao A, Nolen-Hoeksema S, Schweizer S. Emotion-regulation strategies across psychopathology: A meta-analytic review. Clinical psychology review. 2010;30(2):217-37.

9- Burns DJ. Anxiety at the time of the final exam: Relationships with expectations and performance. Journal of Education for Business. 2004;80(2):119.

10- Atkinson C. Promoting high school boys' reading engagement and motivation: The role of the school psychologist in real world research. School Psychology International. 2009;30(3):237-54.

11- Avison WR, Aneshensel CS, Schieman S, Wheaton B. Advances in the conceptualization of the stress process: Essays in honor of Leonard I. Pearlin: Springer Science & Business Media; 2009.

12- Struthers CW, Perry RP, Menec VH. An examination of the relationship among academic stress, coping, motivation, and performance in college. Research in higher education. 2000;41(5):581-92.

13- Michie F, Glachan M, Bray D. An evaluation of factors influencing the academic self-concept, self-esteem and academic stress for direct and re-entry students in higher education. Educational psychology. 2001;21(4):455-72.

14- Ang RP, Huan VS. Academic expectations stress inventory: Development, factor analysis, reliability, and validity. Educational and Psychological Measurement. 2006;66(3):522-39.

15- Dadfar F, Dadfar M, Kolivand PH. Comparison of Frequency and Intensity of Stressors in Infertile Couples Undergoing Intrauterine Insemination Treatment, Intra-Cytoplasmic Sperm Injection Treatment and without Treatment. The Neuroscience Journal of Shefaye Khatam. 2016;4(1):26-36.

16- Klassen RM, Krawchuk LL, Rajani S. Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology. 2008;33(4):915-31.

17- Bagherian S, Naderi H, Asghari Ganji A. The Effectiveness of Cognitive and Metacognitive Styles Training on the Learning, Social Self-efficacy and Social Adjustment of Students. Bimonthly of Education Strategies in Medical Sciences. 2019;12(5):39-50.

18- Artino AR, La Rochelle JS, Durning SJ. Second‐year medical students’ motivational beliefs, emotions, and achievement. Medical education. 2010;44(12):1203-12.

19- Nie Y, Lau S, Liau AK. Role of academic self-efficacy in moderating the relation between task importance and test anxiety. Learning and Individual Differences. 2011;21(6):736-41.

20- Bandura A. Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents. 2006;5(1):307-37.

21- Manfredi C, Caselli G, Rovetto F, Rebecchi D, Ruggiero GM, Sassaroli S, et al. Temperament and parental styles as predictors of ruminative brooding and worry. Personality and Individual Differences. 2011;50(2):186-91.

22- Engelschalk T, Steuer G, Dresel M. Effectiveness of motivational regulation: Dependence on specific motivational problems. Learning and individual differences. 2016;52:72-8.

23- Moti, amp, #039, i H, Heidari M, Sadat Sadeqi M. Predicting Academic Procrastination during Self-Regulated Learning in Iranian First-Grade High-School Students. Educational Psychology. 2013;8(24):50-72.

24- Meyer S, Raikes HA, Virmani EA, Waters S, Thompson RA. Parent emotion representations and the socialization of emotion regulation in the family. International Journal of Behavioral Development. 2014;38(2):164-73.

25- کوثر س، قاسم س، دکتر صغری ابراهیمی ق. بررسی اثربخشی آموزش خودکنترلی بر کاهش سهل انگاری نوجوانان دختر پایه دوم متوسطه شهر تهران. پژوهش های روان‌شناسی اجتماعی. 1390;سال اول(3):19.

26- Garnefski N, Kraaij V. Relationships between cognitive emotion regulation strategies and depressive symptoms: A comparative study of five specific samples. Personality and Individual differences. 2006;40(8):1659-69.

27- Kooshki M, keramati H, Hasani J. The effectiveness of self-efficacy training on academic stress and social skills of female students. Journal of School Psychology. 2018;7(2):196-213.

28- Fooladvand K, Farzad V, Shahraray M, Sangari AA. Role of social support, academic stress and academic self-efficacy on mental and physical health. Contemporary psychology. 2009;4(2):81-93.

29- Roddenberry A, Renk K. Locus of control and self-efficacy: potential mediators of stress, illness, and utilization of health services in college students. Child Psychiatry & Human Development. 2010;41(4):353-70.

30- Greene BA, Miller RB, Crowson HM, Duke BL, Akey KL. Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary educational psychology. 2004;29(4):462-82.

31- Olubunmi MB, Oluyemi IS, Samuel AA. Parenting Styles, Sex Education Locality and Self-Efficacy as Predictors of Teenagers’ Experiment with Sex. International Journal of Psychological Studies. 2019;11(2).