اثر بخشی مدل هیجان بر مبنای روان پویشی دوانلو بر خود تنظیمی و پیشرفت تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه روانشناسی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران

2 دانشیار، گروه روانشناسی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران

چکیده

هدف: هدف این پژوهش تعیین اثربخشی مدل هیجان برمبنای روان پویشی دوانلو بر خود تنظیمی و پیشرفت تحصیلی بود. روش: این مطالعه در زمره مطالعات نیمه آزمایشی و از نوع پیش‌آزمون – پس‌آزمون با گروه گواه و پیگیری بود که با استفاده از روش نمونه‌گیری در دسترس از بین دانشجویان دانشکده‌های توان بخشی و روان شناسی و علوم تربیتی دانشگاه تهران در نیمسال دوم تحصیلی 98-1397 که دارای نمره معدل (دو ترم متوالی) کمتر از 12 بودند، تعداد 40 نفر به‌عنوان نمونه پژوهش انتخاب شد. سپس آن‌ها به صورت تصادفی به دو گروه 20 نفری تحت عنوان آزمایش و کنترل تقسیم شدند. ابزار اندازه گیری در پژوهش پرسشنامه‌‌خود‌تنظیمی ریان و کانل (1989)، نمره معدل تحصیلی و پروتکل محقق ساخته آموزش هیجان مبتنی بر روان پویشی دوانلو بود. داده‌های پژوهش با استفاده از واریانس اندازه‌های تکراری تحلیل شد. یافته‌ها: نتایج نشان داد که مدل هیجان بر مبنای روان‌پویشی دوانلو بر تنظیم شناخته شده (69/44=F، 001/0=P)، تنظیم درون فکنی شده (55/5=F، 025/0=P)، انگیزش درونی (55/41=F، 001/0=P) و تنظیم بیرونی (64/45=F، 001/0=P) و همچنین معدل پیشرفت تحصیلی (01/32=F، 001/0=P) موثر است و این تاثیر در مرحله پیگیری پایدار بود. (p<0.01). نتیجه‌گیری با آموزش و افزایش آگاهی افراد از احساس‌ها و اضطراب و مکانیسم‌های دفاعی می‌توان خود تنظیمی و پیشرفت تحصیلی در آنان را تقویت کرد.

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of the emotional education model based on Davanloo's psychoanalysis on academic self-regulation and academic achievement

نویسندگان [English]

  • Mina Hadian 1
  • Davood Manavipour 2
1 Ph.D Student of Department of Psychology, Garmsar Branch, Azad University, Garmsar, Iran
2 Associate Professor, Department of Psychology, Garmsar Branch, Azad University, Garmsar, Iran
چکیده [English]

Aim: the purpose of current study is to determine the effectiveness of the emotional education model based on Davanloo's psychoanalysis on academic self-regulation and academic achievement. Method: The design of this quasi-experimental study was a pre-test/post-test with the control group. In the second semester of 2018-2019, which had a grade point average (two consecutive semesters) of less than 12, 40 students were selected as the research sample. They were then randomly divided into two groups of 20 as experiments and controls. 40 students from Tehran University of Medical Sciences, School of Rehabilitation, and University of Tehran psychology and educational sciences faculty were selected by available sampling method in the second semester of 1397-98. All participants had a grade point average (GPA) of less than 12 (out of 20) in their last two consecutive semesters. They were randomly assigned into one experimental and one control group (20 participants each). The research instruments were the academic self-regulatory questionnaire (Ryan and Connell, 1989), the grade point average, and the researcher-made emotion education protocol based on Dovanloo psychodynamics. Research data were analyzed using descriptive indicators and analysis of covariance. Results: The findings showed that the mean post-test scores in the experimental group increased in the overall scores of academic self-regulation, identified regulation, and intrinsic motivation, as well as the grade point average of academic achievement. On the other hand, the internal and external adjustment variables are reduced (p <0.01). Conclusion: By educating and increasing people's awareness of feelings, anxiety, and defense mechanisms, academic self-regulation, and academic achievement can be enhanced in them.

کلیدواژه‌ها [English]

  • Psychodynamics
  • self-regulation
  • academic achievement
  • excitement
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