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اثربخشی آموزش مبتنی بر مدل ریسکپذیری بر قلدری در مدرسه و آدابگریزی تحصیلی دانشآموزان نوجوان دارای رفتارهای پرخطر | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 11، دوره 14، شماره 3 - شماره پیاپی 44، آبان 1404، صفحه 187-204 اصل مقاله (560.95 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2025.13793.3984 | ||
| نویسندگان | ||
| لیلا امیریان1؛ عزت اله قدم پور* 2؛ محمد عباسی3 | ||
| 1دانشجوی دکتری تخصصی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرمآباد، ایران. | ||
| 2استاد گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرمآباد، ایران | ||
| 3استادیار گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرمآباد، ایران | ||
| چکیده | ||
| چکیده این پژوهش با هدف بررسی تاثیر آموزش مبتنی بر مدل ریسکپذیری بر قلدری در مدرسه و آدابگریزی تحصیلی دانش-آموزان نوجوان دارای رفتارهای پرخطر انجام شد. روش پژوهش از نوع نیمهآزمایشی با طرح پیشآزمون- پسآزمون با گروه گواه بود. جامعه پژوهش حاضر شامل همه دانشآموزان دختر دوره متوسطه دوم شهر کرج در سال تحصیلی 1400-1399 بود. از این جامعه آماری یک دبیرستان از میان دبیرستانهای دخترانه ناحیه ۴ کرج برای اجرای پژوهش به روش نمونه-گیری در دسترس انتخاب شد. به منظور اجرای پژوهش، در مرحله اول برای شناسایی دانشآموزان دارای رفتارهای پرخطر، پرسشنامه رفتارهای پرخطر زادهمحمدی و همکاران (1390) اجرا شد و دانشآموزان دارای نمرات بالاتر از میانگین این پرسشنامه به عنوان دانشآموزان پرخطر شناسایی شد و در دو گروه آزمایش و گواه به طور تصادفی جایگزین شدند. گروه آزمایش به مدت 9 جلسه ۹۰ دقیقهای تحت آموزش مبتنی بر مدل ریسکپذیری قرار گرفت و برای والدین آنها 5 جلسه آموزش شیوههای فرزندپروری اجرا شد. ابزار اندازهگیری پژوهش حاضر، پرسشنامه تجدیدنظر شده قلدری/ قربانی الوئوس (1996) و پرسشنامه آدابگریزی تحصیلی کلارک و همکاران (۲۰۱۵) بود که توسط شرکتکنندگان در مرحله پیش-آزمون- پسآزمون تکمیل شد. دادهها با استفاده روشهای آمار توصیفی و تحلیل کوواریانس تکمتغیره و چندمتغیره و با استفاده از نرمافزار 24spss تجزیه و تحلیل شد. نتایج حاکی از کاهش رفتارهای قلدری در مدرسه و آدابگریزی تحصیلی در گروه آزمایش نسبت به گروه گواه بودبرنامه آموزش مبتنی بر مدل ریسکپذیری به عنوان بخشی از برنامههای رفع مشکلات رفتاری دانشآموزان در عرصه تعلیم و تربیت استفاده کرد. | ||
| کلیدواژهها | ||
| ریسکپذیری اجتماعی؛ تحصیلی و هیجانی؛ قلدری؛ آدابگریزی تحصیلی؛ رفتارهای پرخطر | ||
| عنوان مقاله [English] | ||
| The effectiveness of education based on of risk-taking model on school bullying and academic evasion of teenage students with high-risk behaviors | ||
| نویسندگان [English] | ||
| leila amirian1؛ ezatollah ghadampour2؛ mohammad abbasi3 | ||
| 1Ph.D. Student in Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran | ||
| 2Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran. | ||
| 3Associate Professor, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran | ||
| چکیده [English] | ||
| This study aimed to investigate the effect of risk-taking model-based education on bullying in school and academic deviance of adolescent students with high-risk behaviors. The research method was a quasi-experimental design with a pre-test-post-test design with a control group. The population of the present study included all female high school students in Karaj in the academic year 2019-2020. From this statistical population, one high school was selected from among the girls' high schools in District 4 of Karaj to conduct the research using a convenience sampling method. In order to conduct the research, in the first stage, to identify students with high-risk behaviors, the Risk Behavior Questionnaire of Zadeh Mohammadi et al. (2011) was administered, and students with scores higher than the average of this questionnaire were identified as high-risk students and were randomly assigned to two experimental and control groups. The experimental group underwent 9 sessions of 90-minute risk-taking model-based training, and their parents received 5 sessions of parenting training. The measurement tools of the present study were the Revised Bullying/Victimization Questionnaire (Elwes, 1996) and the Clark et al. (2015) Academic Avoidance Questionnaire, which were completed by participants in the pre-test-post-test phase. SPSS 24 software. The results indicate based | ||
| کلیدواژهها [English] | ||
| social, academic and emotional risk-taking, bullying, academic truancy, high-risk behaviors | ||
| مراجع | ||
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