اثربخشی آموزش الفاظ هیجانی «رولر» بر بهبود مولفه‌های هوش هیجانی در دانش‌آموزان ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

دکترای تخصصی روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تبریز، تبریز، ایران.

چکیده

مقدمه: در سال های اخیر علاقه به نقش هوش هیجانی هم در موفقیت تحصیلی دانش آموزان و هم در سازگاری عاطفی آنها در مدرسه افزایش یافته است. با این حال، ارتقای هوش هیجانی در مدارس یک موضوع بحث برانگیز است و دیدگاه‌های «عقل‌گرایانه» سنتی از آموزش را به چالش می‌کشد. از این رو پژوهش حاضر با هدف بررسی تاثیر آموزش الفاظ هیجانی «رولر» بر بهبود مولفه­های هوش هیجانی در دانش­آموزان ابتدایی انجام گرفت.
روش: این پژوهش از نوع مطالعه نیمه­آزمایشی با پیش آزمون و پس آزمون و دارای گروه کنترل بود. از جامعه دانش­اموزان ابتدایی شهر تبریز در سالتحصیلی 401-402، نمونه­ای متشکل از 40 دانش­آموز پایه ششم ابتدایی بصورت در دسترس انتخاب شد و به دو گروه 20 نفری به صورت تصادفی تخصیص یافت. ابزارهای پژوهش شامل؛ پرسشنامه هوش هیجانی و بسته آموزشی رولر بود. گروه آزمایش 25 جلسه برنامه آموزش الفاظ هیجانی دریافت نمود. داده­های حاصل از پژوهش در سه مرحله؛ پیش از مداخله، پس­ از مداخله و دو ماه بعد از مداخله  جمع­آوری شده و به شیوه تحلیل واریانس آمیخته و آزمون تعقیبی بونفرنی مورد تجزیه و تحلیل قرار گرفت.
نتایج: یافته­های پژوهش نشان داد، آموزش برنامه الفاظ هیجانی بر هوش هیجانی و مولفه­های آن تاثیر مثبت و معناداری داشت.
بحث و نتیجه­گیری: بر اساس یافته­ها، آموزش الفاظ هیجانی می­تواند به عنوان یک روش مبتنی بر شواهد در تقویت مهارتهای هوش هیجانی در مدارس استفاده شود.

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