تأثیر آموزش مهارت‌های تفکر انتقادی بر خلاقیت، خودکارآمدی تحصیلی و بهزیستی روان‌شناختی دانش‌آموزان دختر متوسطه دوره اول

دانش و پژوهش در روان شناسی کاربردی

دوره 23، شماره 4 - شماره پیاپی 90، اسفند 1401، صفحه 175-185   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsrp.2020.1890120.2236

نویسندگان

عاطفه ساعدی^{* 1}؛ محمدعلی زارعی²؛ مریم نصیری³

¹دکتری مدیریت آموزش عالی، دانشگاه علامه طباطبایی تهران، ایران

²کارشناسی ارشد مشاوره‌ خانواده، دانشگاه آزاد اسلامی واحد مرودشت، شیراز، ایران

³کارشناسی ارشد روان شناسی بالینی، دانشگاه آزاد اسلامی واحد اهواز، اهواز، ایران.

چکیده

هدف این پژوهش، بررسی اثربخشی آموزش مهارت‌های تفکر انتقادی بر بهبود خلاقیت، خودکارآمدی تحصیلی و بهزیستی روان‌شناختی دانش­آموزان در شهر اهواز بود. طرح این پژوهش، نیمه­آزمایشی با گروه کنترل بود. جامعه‌ پژوهش شامل کلیه‌ دانش­آموزان دختر‌ متوسطه‌ دوره اول شهر اهواز بود که با روش نمونه­گیری هدفمند، 30 دانش­آموز انتخاب شدند و به طور تصادفی به دو گروه مساوی آزمایش یا کنترل تخصیص یافتند. ابزارهای پژوهش شامل پرسشنامة خلاقیت (,2002 Abedi)، پرسشنامة خودکارآمدی تحصیلی (Murises, 2001) و پرسشنامة بهزیستی روان‌شناختی (Ryff, 1989) بود. برای تجزیه و تحلیل داده­ها از روش­های آمار استنباطی تحلیل کواریانس چندمتغیری و تک متغیری و نرم­افزار آماری 25-SPSS استفاده شد. یافته‌ها نشان دادند که مداخله‌ به کار رفته باعث افزایش سطوح خلاقیت، خود کارآمدی تحصیلی و بهزیستی روان­شناختی دانش­آموزان می‌شود. بنابراین بر اساس این نتایج مداخله‌ آموزش مهارت‌های تفکر انتقادی برای کمک به دانش­آموزان دختر اثربخش است و توصیه می‌شود.

کلیدواژه‌ها

بهزیستی روان‌شناختی؛ خلاقیت؛ خودکارآمدی تحصیلی؛ دانش‌آموزان دختر متوسطه دوره اول؛ مهارت‌های تفکر انتقادی

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