اثربخشی مداخله آموزشی مبتنی بر ذهنیسازی بر تعامل معلم-دانشآموز، فلسفه فراهیجانی و تجارب هیجانی نومعلمان | ||
| فصلنامه روانشناسی کاربردی | ||
| دوره 20، شماره 2 - شماره پیاپی 78، اردیبهشت 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48308/apsy.2026.243259.1967 | ||
| نویسندگان | ||
| مهتاب قنبرپور؛ مریم بردبار* ؛ حسین کارشکی | ||
| گروه روانشناسی مشاوره و تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران. | ||
| 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 | ||
| 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 | ||
| مراجع | ||
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