فصلنامه روان‌شناسی کاربردی

فصلنامه روان‌شناسی کاربردی

اثربخشی مداخله آموزشی مبتنی بر ذهنی‌سازی بر تعامل معلم-دانش‌آموز، فلسفه فراهیجانی و تجارب هیجانی نومعلمان

نوع مقاله : مقاله پژوهشی

نویسندگان
مهتاب قنبرپور
مریم بردبار
حسین کارشکی
گروه روان‌شناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه فردوسی مشهد، مشهد، ایران.
10.48308/apsy.2026.243259.1967
چکیده
هدف: هدف از انجام این پژوهش اعتباریابی و بررسی اثربخشی مداخله آموزشی مبتنی بر ذهنی‌سازی و بررسی اثر آن بر تعامل معلم-دانش‌آموز، فلسفه فراهیجانی و تجارب هیجانی نومعلمان بود.

روش: پژوهش شبه‌آزمایشی به صورت طرح پیش‌آزمون، پس‌آزمون و پیگیری همراه با گروه کنترل بود. جامعه آماری تمام نومعلمان دوره ابتدایی ناحیه تبادکان شهر مشهد در سال تحصیلی 1404-05 بودند که از میان آن ها 24 نومعلم به شیوه در دسترس انتخاب شدند و به طور تصادفی در دو گروه 12 نفره آزمایش و کنترل قرار گرفتند؛ گروه آزمایش در طی 8 جلسه 90 دقیقه ای مورد آموزش ذهنی‌سازی قرار گرفت. هر دو گروه با استفاده از پرسشنامه‌های تعامل معلم و دانش‌آموز لارداسمی و کنی (2001)، فلسفه فراهیجانی سیوچی و همکاران (2015) و سیاهه هیجانات چن (2016) در سه مرحله پیش‌آزمون، پس‌آزمون و پیگیری مورد سنجش قرار گرفتند.

یافته‌ها: نتایج تحلیل واریانس با اندازه‌گیری مکرر نشان داد آموزش ذهنی‌سازی به نومعلمان توانسته است تفاوت معناداری بین دو گروه در رفتارهای بین‌فردی مثبت معلم (22/0=اندازه اثر، 001/0 p< و 660/60=F) و رفتارهای بین‌فردی منفی معلم (27/0=اندازه اثر، 001/0 p< و 468/75=F)، فلسفه فراهیجانی (28/0=اندازه اثر، 001/0 p< و 225/78=F)، تجارب هیجانی مثبت (24/0=اندازه اثر، 001/0 p< و 640/70=F) و منفی (21/0=اندازه اثر، 05/0 p< و 090/16=F) ایجاد کند.

نتیجه‌گیری: بر اساس یافته‌ها می‌توان نتیجه گرفت که آموزش ذهنی‌سازی می‌تواند به عنوان برنامه‌ای مؤثر در جهت بهبود تعامل معلم و دانش‌آموز، فلسفه فراهیجانی و تجارب هیجانی نومعلمان مورد استفاده قرار گیرد.
کلیدواژه‌ها
تعامل معلم-دانش‌آموز
تجارب هیجانی
ذهنی‌سازی
فراهیجان
نومعلمان
موضوعات

عنوان مقاله English

Effectiveness of Mentalization-Based Intervention on Teacher-Student Interaction, Metaemotional Philosophy and Emotional Experiences of New Teachers

نویسندگان English

Mahtab Ghanbarpour
Maryam Bordbar
Hossein Kareshki
Department of Counseling and Educational Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
چکیده English

Aim: This study examined the effectiveness of a mentalization-based intervention on teacher–student interaction, meta-emotional philosophy, and emotional experiences among new teachers.

Method: This quasi-experimental study used a pretest–posttest–follow-up design with a control group. The statistical population included all newly employed elementary school teachers in Mashhad during the 1404–1405 academic year. Twenty-four teachers were selected through convenience sampling and randomly assigned to experimental and control groups (12 participants each). The experimental group received eight 90-minute mentalization-based training sessions, while the control group received no intervention. Data were collected using the Teacher–Student Interaction Questionnaire, Meta-Emotional Philosophy Questionnaire, and Emotion Inventory at pretest, posttest, and follow-up. Data were analyzed using repeated-measures ANOVA.

Results: Mentalization-based training significantly improved positive teacher interpersonal behaviors (F = 60.66, p < 0.001), reduced negative interpersonal behaviors (F = 75.47, p < 0.001), enhanced meta-emotional philosophy (F = 78.23, p < 0.001), increased positive emotional experiences (F = 70.64, p < 0.001), and reduced negative emotional experiences (F = 16.09, p < 0.05).

Conclusion: Mentalization-based intervention effectively improved teacher–student interactions, emotional awareness, and emotional experiences among new teachers. The findings support the use of mentalization training programs in teacher preparation and professional development settings.

کلیدواژه‌ها English

Teacher-Student Interaction
Emotional experiences
Mentalization
Meta-Emotion
New Teachers
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