فصلنامه روان‌شناسی کاربردی

فصلنامه روان‌شناسی کاربردی

اثربخشی آموزش برخط یادگیری اجتماعی عاطفی مبتنی بر مدل کسل بر خودآگاهی، خودمدیریتی، آگاهی و مدیریت اجتماعی

نوع مقاله : مقاله پژوهشی

نویسندگان
فاطمه بهرامی 1
حسن عشایری 2
سیف‌ الله رحمانی 3
هوشنگ جدیدی 4
1 دانشجوی دکترا، گروه روان‌شناسی تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد سنندج، سنندج، ایران.
2 استاد، گروه علوم توانبخشی، دانشکده علوم توانبخشی، دانشگاه علوم پزشکی ایران، تهران، ایران.
3 استادیار، گروه علوم تربیتی، دانشگاه فرهنگیان کردستان، سنندج، ایران
4 استادیار، گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، سنندج، ایران.
10.48308/apsy.2022.227241.1322
چکیده
هدف: پژوهش حاضر باهدف ارتقای شایستگی‌های اجتماعی عاطفی به روش کسل با دانش‌آموزان ابتدایی انجام شد.
 
روش: پژوهش از نظر روش، نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون و پیگیری با گروه آزمایش بود. جامعۀ آماری شامل کلیۀ دانش‌آموزان پسر عادی مشغول به تحصیل در مدارس دورۀ دوم ابتدایی شهر قزوین در سال 1400-1399 را شامل می‌شد که از بین آن‌ها شصت دانش‌آموز به روش نمونه‌گیری در دسترس انتخاب و به‌صورت تصادفی در دو گروه آزمایش و گواه قرار گرفتند. ابزار پژوهش شامل پرسش‌نامۀ یادگیری اجتماعی عاطفی معلم و دانش‌آموز کسل (2012) و سیاهۀ رفتاری کودک آخن‌باخ (1991) بود. گروه آزمایش آموزش شایستگی اجتماعی عاطفی را طی بیست و هشت جلسه چهل و پنج‌دقیقه‌ای در چهار ماه دریافت کردند و گروه گواه هیچ مداخله‌ای دریافت نکردند. پس از اتمام جلسات آموزشی، هر دو گروه مجدداً پرسشنامه‌ها را تکمیل نمودند. گروه آزمایش پس از سه ماه برای بار سوم پرسشنامه را تکمیل کردند. برای ارزیابی اثربخشی برنامه آموزشی از تحلیل کوواریانس چندمتغیره و نرم‌افزار اس پی اس اس نسخه 22 و اسمارت پی ال اس 2 استفاده شد.
 
یافته‌ها: نتایج پژوهش نشان داد: بین دو گروه آزمایش و گواه در طی مراحل پژوهش و پیگیری تفاوت معناداری وجود دارد.
 
نتیجه‌گیری: نتایج پژوهش نشان می‌دهد که آموزش شایستگی‌های اجتماعی عاطفی به روش کسل می‌تواند به‌عنوان الگویی جهت ارتقای مهارت‌های خودآگاهی، خودمدیریتی، آگاهی اجتماعی و مدیریت اجتماعی دانش‌آموزان ابتدایی به کار گرفته شود.
کلیدواژه‌ها
یادگیری اجتماعی عاطفی
راهبرد
برخط
کسل

عنوان مقاله English

The Effectiveness of Online Education of Social-Emotional Learning Based on the CASEL Model on Self-Awareness, Self-Management, Social Awareness and Management

نویسندگان English

Fatemeh Bahrami 1
Hassan Ashayeri 2
Seif-allah Rahmani 3
Hooshang Jadidi, 4
1 Ph.D. Student in Educational Psychology, Faculty of Humanities, Islamic Azad University, Sanandaj Branch, Iran.
2 Professor, Department of Rehabilitation Sciences, Faculty of Rehabilitation Sciences, Iran University of Medical Sciences, Tehran, Iran.
3 Assistant Professor, Department of Educational Sciences, Farhangian University of Kurdistan, Sanandaj, Iran
4 Assistant Professor, Department of Psychology, Faculty of Humanities, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran.
چکیده English

Aim: This study aimed to determine the promotion of social and emotional competency of elementary school students using the CASEL method.
 
Method: The study used a quasi-experimental pretest-posttest design with a control group and follow-up assessment. The statistical population included all community-dwelling students in the second-level elementary schools of Qazvin in the 2020-2021 academic year. Sixty students were selected using convenience sampling and were randomly assigned to experimental and control groups. Measurement tools were the social and emotional competencies questionnaires for students and teachers (CASEL, 2012) and Achenbach's Child Behavior Checklist (1991). Members of the experimental group received twenty-eight 45-minute sessions of social and emotional competence training during the course of four months, and the control group did not receive any intervention. Subsequently, both groups completed the questionnaires at the post-test, and the experimental group answered the questionnaires for a third time after three months. Multivariate analysis of covariance was used to evaluate the program's effectiveness using the SPSS v22 and SmartPLS v2 software.
 
Results: This study's findings showed a significant difference between the experimental and control groups during the experimental stages and the follow-up.
 
Conclusion: The results showed that teaching social and emotional competence using the CASEL method can improve students' self-awareness, self-management, social awareness, and social management skills.

کلیدواژه‌ها English

CASEL
Learning
Online
Social-Emotional
Strategies
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