كليدواژه :
آموزش شهروندي , مسئوليت‌پذيري اجتماعي , مهارت زيست‌محيطي , مهارت اجتماعي
چكيده فارسي :
زﻣﯿﻨﻪ و ﻫﺪف: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻣﯿﺰان ﺗﺄﺛﯿﺮ آﻣﻮزش ﺷﻬﺮوﻧﺪي ﺑﺮ ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي اﺟﺘﻤﺎﻋﯽ، ﻣﻬﺎرت اﺟﺘﻤﺎﻋﯽ و ﻣﻬﺎرت زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﮐﺎرﮐﻨﺎن ﺷﻬﺮداري ﺑﺠﻨﻮرد اﻧﺠﺎم ﮔﺮﻓﺖ.
روش ﺑﺮرﺳﯽ: ﺗﺤﻘﯿﻖ ﺣﺎﺿﺮ از ﻧﻈﺮ ﻫﺪف ﮐﺎرﺑﺮدي و از ﻧﻈﺮ روش ﻧﯿﻤﻪ ﺗﺠﺮﺑﯽ از ﻧﻮع ﭘﯿﺶ آزﻣﻮن و ﭘﺲ آزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري، ﺷﺎﻣﻞ ﮐﻠﯿﻪ ﮐﺎرﮐﻨﺎن ﺷﻬﺮداري ﺑﺠﻨﻮرد ﺑﻪ ﺗﻌﺪاد 810 ﻧﻔﺮ ﻫﺴﺖ ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺳﺎده ﺗﻌﺪاد 60 ﻧﻔﺮ از ﮐﺎرﮐﻨﺎن اﻧﺘﺨﺎب و ﺑﻪ دو ﮔﺮوه 30 ﻧﻔﺮي آزﻣﺎﯾﺶ و ﮔﻮاه ﺗﻘﺴﯿﻢ ﺷﺪﻧﺪ. ﺳﭙﺲ از ﻫﺮ دو ﮔﺮوه ﭘﯿﺶ آزﻣﻮن ﮔﺮﻓﺘﻪ ﺷﺪ و ﭘﺲ از ﺑﺮﮔﺰاري 12 ﺟﻠﺴﻪ آﻣﻮزش ﻫﺎي ﺷﻬﺮوﻧﺪي ﺑﺮاي ﮔﺮوه آزﻣﺎﯾﺶ، از ﻫﺮ دو ﮔﺮوه ﭘﺲ آزﻣﻮن ﮔﺮﻓﺘﻪ ﺷﺪ. ﺑﺮاي ﮔﺮدآوري داده ﻫﺎي ﻣﺮﺑﻮط ﺑﻪ ﭘﯿﺶ آزﻣﻮن و ﭘﺲ آزﻣﻮن، از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي ﻣﻬﺎرت اﺟﺘﻤﺎﻋﯽ ﻣﺎﺗﺴﻮن )1983(، رﻓﺘﺎر زﯾﺴﺖ ﻣﺤﯿﻄﯽ اﻣﺎﻣﻘﻠﯽ )1390( و ﺻﻔﺎت ﭘﻨﺞ ﮔﺎﻧﻪ ﺷﺨﺼﯿﺘﯽ NEO )1985( ﺧﺮده ﻣﻘﯿﺎس ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي اﺳﺘﻔﺎده ﺷﺪ. رواﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎ از ﻧﻮع ﺻﻮري و ﻣﺤﺘﻮاﯾﯽ ﺑﻮده ﮐﻪ ﻣﻮرد ﺗﺎﺋﯿﺪ اﺳﺎﺗﯿﺪ و ﺧﺒﺮﮔﺎن ﻗﺮار ﮔﺮﻓﺖ. ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﻬﺎرت اﺟﺘﻤﺎﻋﯽ ﻣﺎﺗﺴﻮن 0/859، ﭘﺮﺳﺸﻨﺎﻣﻪ رﻓﺘﺎر زﯾﺴﺖ ﻣﺤﯿﻄﯽ اﻣﺎﻣﻘﻠﯽ 0/899 و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺻﻔﺎت ﭘﻨﺞ ﮔﺎﻧﻪ ﺷﺨﺼﯿﺘﯽ NEO ﺧﺮده ﻣﻘﯿﺎس ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي 0/821 اﺳﺖ. ﺟﻬﺖ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎي ﮔﺮدآوري ﺷﺪه از آﻣﺎر ﺗﻮﺻﯿﻔﯽ )ﺟﺪول ﺗﻮزﯾﻊ ﻓﺮاواﻧﯽ، ﻣﯿﺎﻧﮕﯿﻦ، اﻧﺤﺮاف ﻣﻌﯿﺎر( و آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ )ﺑﺮرﺳﯽ ﻧﺮﻣﺎل ﺑﻮدن داده ﻫﺎ از ﻃﺮﯾﻖ ﮐﻮﻟﻤﻮﮔﺮوف اﺳﻤﯿﺮﻧﻮف، آزﻣﻮن ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺲ و آزﻣﻮن T( و ﻧﺮم اﻓﺰار 22 SPSS و PLS 3 اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ.
ﯾﺎﻓﺘﻪ ﻫﺎ: ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﻧﺸﺎن داد آﻣﻮزش ﺷﻬﺮوﻧﺪي ﺑﻪ ﻣﯿﺰان 25% ﺑﺮ ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي اﺟﺘﻤﺎﻋﯽ، 39% ﺑﺮ ﻣﻬﺎرت ﻫﺎي اﺟﺘﻤﺎﻋﯽ و 79% ﺑﺮ ﻣﻬﺎرت ﻫﺎي زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﺗﺄﺛﯿﺮ دارد. ﺑﻨﺎﺑﺮاﯾﻦ ﻣﯽ ﺗﻮان ﮔﻔﺖ آﻣﻮزش ﻫﺎي ﺷﻬﺮوﻧﺪي ﺑﺮ ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي اﺟﺘﻤﺎﻋﯽ، ﻣﻬﺎرت اﺟﺘﻤﺎﻋﯽ و ﻣﻬﺎرت زﯾﺴﺖ ﻣﺤﯿﻄﯽ ﮐﺎرﮐﻨﺎن ﺷﻬﺮداري، ﺗﺎﺛﯿﺮ ﻣﻌﻨﺎداري ﻧﺪاﺷﺘﻪ اﺳﺖ. ﺑﺤﺚ و ﻧﺘﯿﺠﻪ ﮔﯿﺮي: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ در ﻣﺮﺣﻠﻪ ﭘﺲ آزﻣﻮن ﺑﺮ روي ﮔﺮوه آزﻣﺎﯾﺶ، آﻣﻮزش ﺷﻬﺮوﻧﺪي ﺑﯿﺸﺘﺮﯾﻦ ﺗﺄﺛﯿﺮ را ﺑﺮ روي ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي داﺷﺘﻪ اﺳﺖ. ﺑﻨﺎﺑﺮاﯾﻦ ﻫﺮﭼﻪ آﻣﻮزش ﺷﻬﺮوﻧﺪي اﻓﺰاﯾﺶ ﯾﺎﺑﺪ ﻣﺴﺌﻮﻟﯿﺖ ﭘﺬﯾﺮي ﮐﺎرﮐﻨﺎن ﻧﺴﺒﺖ ﺑﻪ دو ﻣﺆﻟﻔﻪ )ﻣﻬﺎرت ﻫﺎي اﺟﺘﻤﺎﻋﯽ و زﯾﺴﺖ ﻣﺤﯿﻄﯽ( ﺑﯿﺸﺘﺮ ﺗﺤﺖ ﺗﺄﺛﯿﺮ ﻗﺮار ﻣﯽ ﮔﯿﺮد و ارﺗﻘﺎ ﻣﯽ ﯾﺎﺑﺪ.
چكيده لاتين :
Background and Objective: The present study was carried out in order to investigate the influence of citizenship education on social responsibility, social skills and environmental skills of Bojnord municipal employees.
Method: This study is practical quasi-experimental pre-test post-test type with a control group. The statistical population includes all the 810 municipal employees of Bojnord, from which 60 employees were chosen using simple random sampling. The chosen employees were divided into two 30-member groups. One group was control and the other was considered the test group. The pre-test was administered for both groups. After holding 12 sessions of citizenship education for the test group, the post-test was administered for both groups. Matsun social skills questionnaires (1983), Emam Goli environmental behavior (2012), Five NEO personality traits of responsibility subscale (1985) were used for data collection. The validity of questionnaires was of face and content validity, which was approved by professors. The validity of Matsun social skills questionnaires (1983), Emam Goli environmental behavior (2012), Five NEO personality traits of responsibility subscale (1985) was 0.859, 0.899, and 0.821, respectively. Descriptive statistics (frequency distribution table, mean, standard deviation), inferential statistics (the investigation of data normality via Kolmogrov-Smirnov, covariance analysis, t-test), SPSS 22 and PLS 3 were used for data analysis.
Findings: Factor analysis results revealed that citizenship education influences social responsibility, social skills and environmental skills 25%, 39% and 79%, respectively. Hence, it can be claimed that citizenship education has had a positive meaningful influence on social responsibility, social skills and environmental skills of Bojnord municipal employees.
Discus s ion and Conclusion: According to the results of factor analysis in the post-test phase on the experimental group, citizenship education had the greatest impact on responsibility. Therefore, as citizenship education increases, employees' responsibility for the two components (social and environmental skills) is more affected and improved.
