بررسي اثربخشي آموزش ابراز وجود بر كم‌ رويي و ناسازگاري رفتاري دانش‌ آموزان دختر مقطع متوسطه

Assertiveness Training on Shyness and Behavioral Incompatibility in Female Students

زمينه و هدف: كم‌رويي و ناسازگاري تمام ابعاد رفتاري دانش‌آموزان را تحت‌تأثير قرار مي‌دهد و موجب كاهش عملكرد تحصيلي مي‌شود. اين تحقيق به‌ منظور بررسي اثربخشي آموزش ابراز وجود بر كم‌رويي و ناسازگاري رفتاري دانش‌آموزان مدارس شهر كرمان انجام شد. روش‌ بررسي: روش اين تحقيق نيمه‌آزمايشي از نوع پيش‌آزمون-پس‌آزمون با گروه گواه بود. جامعه‌ٔ آماري را تمامي دانش‌آموزان دختر مقطع متوسطهٔ دورهٔ اول شهر رفسنجان در سال تحصيلي 98-1397 تشكيل دادند. با استفاده از روش هدف‌مند تعداد چهل نفر (بيست نفر گروه آزمايش و بيست نفر گروه گواه) انتخاب شدند. هشت جلسه آموزش مداخله بر گروه آزمايشي انجام شد. گروه گواه هيچ‌گونه آموزشي دريافت نكرد. آزمودني‌ها به پرسشنامه‌هاي كم‌رويي سموعي و سازگاري اجتماعي بل، قبل و بعد از مداخله پاسخ دادند. نمرات آزمودني‌ها با استفاده از شاخص‌هاي توصيفي ميانگين، انحراف معيار، تحليل كوواريانس و تفاوت ميانگين‌ها در نرم‌افزار SPSS تحليل شد. همچنين سطح معناداري 0٫05 در نظر گرفته ‌شد. يافته‌ها: نتايج نشان داد كه آموزش ابراز وجود موجب كاهش كم‌رويي و ناسازگاري رفتاري دانش‌آموزان مي‌شود (0٫001>p). نتيجه‌گيري: براساس يافته‌هاي اين پژوهش مبني‌بر اثربخشي آموزش ابراز وجود بر كم‌رويي و ناسازگاري رفتاري دانش‌آموزان، پيشنهاد مي‌شود روان‌شناسان و مشاوران مدارس آموزش‌هايي را درجهت تقويت ابراز وجود اعمال كنند.

Background & Objectives: Failure to use communication skills, such as self–esteem can create a sense of inadequacy and eliminate individuals' ability to succeed in social situations. Thus, the inability to express self in addition to reducing mental health increases social anxiety and leads to dissatisfaction in social interactions. Being expressive is an effective method to strengthen social communication and eliminate shyness problems. Shyness is a behavioral disability, and needs to be replaced by new social skills and behaviors. Failure to treat shyness could lead to mental disorders and declines health and life quality. Teaching self–expression skill could reduce the odds of success and social–academic growth and consequently shyness and behavioral incompatibility. The purpose of the assertiveness training is to increase the mental and practical skills concerning individuals' self–assertion behaviors; thus, this study aimed to investigate the effects of self–expression training on shyness and behavioral maladaptation in school students. Methods: This was a quasi–experimental research with a pretest–posttest and a control group design. Statistical population included all students in the academic year 2018–2019 in Rafsanjan City, Iran. Forty subjects (n=20 per experimental & control groups) were selected using purposive sampling method. The experimental group received 8 sessions of intervention. The control group received no training. The study subjects completed the Social Shyness Questionnaire and Bell's Social Adjustment Questionnaire before and after the intervention. The obtained data were analyzed using descriptive indicators, including mean and standard deviation, as well as Analysis of Covariance (ANCOVA) in SPSS. Results: The present study findings revealed that self–expression training reduced shyness and behavioral incompatibility in the investigated samples (p<0.001). Conclusion: Based on the current research findings, training reduced students' self–reported shyness and behavioral incompatibility values. Implementing assertiveness training significantly impacts participation in active and assertive learning and academic success. Adaptations are also psychosocial abilities for adaptive and effective behaviors that enable one to cope well with the challenges and the needs of daily living activities. According to the results of this study and considering the importance of self–expression in reducing harm and improving behaviors and relationships through shyness reduction, paying attention to the expression of individuals and the related components and nurturing them is of great importance.