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: The purpose of this study was to validate and evaluate the effectiveness of an intervention based on mentalization and to examine its effect on teacher-student interaction, meta-emotional philosophy, and new teachers' emotional experiences.
 
Method: This Semi-experimental study was conducted in the form of a pretest, posttest, and follow-up design with a control group. The statistical population was all new elementary school teachers in Mashhad in the academic year 1405-04, from which 24 new teachers were selected through convenience sampling and randomly assignment into two groups of 12 each, experimental and control; the experimental group received mentalization training during eight 90-minute sessions. Both groups were assessed using the Lourdusamy, & Khine (2001) Teacher-Student Interaction Questionnaire, Ciucci et al. (2015) Metaemotional Philosophy, and Chen's Emotion Inventory (2016) in three stages: pre-test, post-test, and follow-up.
 
Results: The results of repeated-measures analysis of variance showed that mentalization training for new teachers was able to create a significant difference between the two groups in the positive teacher interpersonal behaviors (F=60.660, P<0.001), the negative teacher interpersonal behaviors (F=75.468, P<0.001), the metaemotional philosophy (F=78.225, P<0.001), and the positive (F=70.640, P<0.001) and negative (F=16.09, P<0.05) emotional experiences.
 
Conclusion: Based on the Results, it can be concluded that mentalization training can be used as an effective program to improve teacher-student interaction, metaemotional philosophy, and new teachers' emotional experiences. 

کلیدواژه‌ها English

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