ﺑﺮرﺳﯽ اﺛﺮ ﺑﺨﺸﯽ آﻣﻮزش روانﺷﻨﺎﺳﯽ ﻣﺜﺒﺖﮔﺮا ﺑﺮ ﺑﻬﺰﯾﺴﺘﯽ روانﺷﻨﺎﺧﺘﯽ و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ (ﻣﻄﺎﻟﻌﻪ ﻣﻮردي: داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ اول ﺷﻬﺮﺳﺘﺎن آﺑﺎده)

Evaluation of the Effectiveness of PositivePsychology Education on Psychological Well-being and Academic Achievement (Case Study: Adolescent Female JuniorHigh School Students in Abadeh(

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش روانﺷﻨﺎﺳﯽ ﻣﺜﺒﺖﮔﺮا ﺑﺮ ﺑﻬﺰﯾﺴﺘﯽ روانﺷﻨﺎﺧﺘﯽ و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﻧﻮﺟﻮاﻧﺎن دﺧﺘﺮ ﺷﻬﺮﺳﺘﺎن آﺑﺎده ﺑﻮد. رو ش ﺗﺤﻘﯿﻖ ﺷﺒﻪ آزﻣﺎﯾﺸﯽ از ﻧﻮع ﭘﯿﺶ آزﻣﻮن و ﭘﺲ آزﻣﻮن ﺑﺎ ﮔﺮوه آزﻣﺎﯾﺶ و ﮔﻮاه ﺑﻮده اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ را ﻫﻤﻪ دﺧﺘﺮان داﻧﺶآﻣﻮز ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ اول ﮐﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ1399-1400 در ﺷﻬﺮﺳﺘﺎن آﺑﺎدﻫﻤﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ، ﺗﺸﮑﯿﻞ داده اﻧﺪ. ﺗﻌﺪاد 30 داﻧﺶآﻣﻮزﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻫﺪﻓﻤﻨﺪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮔﻮاه ﻗﺮار ﮔﺮﻓﺘﻨﺪ. ﺑﻪ ﻣﻨﻈﻮر ﮔﺮدآوري داده ﻫﺎي ﭘﮋوﻫﺶ از ﻣﻘﯿﺎس ﺑﻬﺰﯾﺴﺘﯽ روانﺷﻨﺎﺧﺘﯽ رﯾﻒ )1989( و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﻓﺎم و ﺗﯿﻠﻮر )1999( اﺳﺘﻔﺎده ﺷﺪ. ﮔﺮوه آزﻣﺎﯾﺶ ﺗﺤﺖ آﻣﻮزش روانﺷﻨﺎﺳﯽ ﻣﺜﺒﺖﮔﺮا ﺑﻪ ﻣﺪت 10 ﺟﻠﺴﻪ ﻗﺮار ﮔﺮﻓﺘﻨﺪ و ﮔﺮوه ﮔﻮاه آﻣﻮزﺷﯽ درﯾﺎﻓﺖ ﻧﮑﺮدﻧﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ از روش آﻣﺎري ﺗﺤﻠﯿﻞ ﮐﻮوارﯾﺎﻧﺴ ﭽﻨﺪﻣﺘﻐﯿﺮه ﺑﺎ اﺳﺘﻔﺎده از ﻧﺴﺨﻪ 22 ﻧﺮماﻓﺰار SPSS اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﯿﺠﻪ اﯾﻦ ﺗﺤﻘﯿﻖ ﻧﺸﺎن داد ﮐﻪ ﺗﻔﺎوت ﻣﻌﻨﺎداري )P< 0.001(در ﺑﻬﺰﯾﺴﺘﯽ روانﺷﻨﺎﺧﺘﯽ و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﻧﻮﺟﻮاﻧﺎن در ﺑﯿﻦ دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮔﻮاه وﺟﻮد دارد. ﺑﻪ ﻋﺒﺎرﺗﯽ روانﺷﻨﺎﺳﯽ ﻣﺜﺒﺖﮔﺮا ﺑﺎﻋﺚ اﻓﺰاﯾﺶ ﻣﻌﻨﯽدار ﺑﻬﺰﯾﺴﺘﯽ روانﺷﻨﺎﺧﺘﯽ و ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯿﺪاﻧﺶآﻣﻮزان ﻧﻮﺟﻮان دﺧﺘﺮ ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ اول شهرستان آباده شد

The aim of this study was to investigate the effectiveness of positive psychology education on psychological well-being and academic achievement of female junior high school students in Abadeh city.The research method was quasi-experimental pre-test and post-test with experimental and control groups. The statistical population of this study consisted of female junior high school studentswho were studying in Abadeh city in the academic year 2020-2021. Thirty students were selected by purposive sampling and randomly divided into experimental and control groups. In order to collect research data, Ryff Psychological Well-Being Scale (1989) and Pham and Taylor (1999) Academic Achievement Scale were used. The experimental group was trained in positive psychology for 10 sessions and the experimental group did not receive any training. In order to analyze the data, the statistical method of analysis of covariance of multivariate using SPSS software version 22 was used. The results of this study showed that there was a significant difference (P <0.001) in psychological well-being and academic achievement of adolescents between the two groups of experiments and control. positive psychology education significantly increased psychological well-being and the academic achievement of adolescent female junior high school students of Abadeh thus we can teach it to students in schools.