مقایسۀ اثربخشی آموزش مهارت‌های زندگی با و بدون آموزش ذهن‌آگاهی بر میزان شایستگی هیجانی- اجتماعی دانش‌آموزان معلول جسمی- حرکتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران.

2 استاد گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه شاهد، تهران، ایران

3 استادیار گروه روان‌شناسی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران.

4 دانشیار گروه روان‌شناسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

10.22099/jsli.2023.6939

چکیده

هدف پژوهش، مقایسۀ اثربخشی آموزش مهارت‌های زندگی با و بدون آموزش ذهن‌آگاهی بر میزان شایستگی هیجانی- اجتماعی دانش‌آموزان معلول جسمی ـ حرکتی بود. پژوهش از نوع آزمایشی، با طرح پیش­آزمون- پس­آزمون با گروه کنترل بود. جامعه آماری، شامل همۀ دانش‌آموزان پسر معلول دورۀ دوم متوسطه ‎مدارس استثنایی شهر تهران بود که از آن، نمونه پژوهش به روش نمونه‌گیری هدفمند انتخاب شد. شرکت‌کنندگان 45 نفر بودند که به‌طور تصادفی در دو گروه آزمایش و یک گروه کنترل گمارده شدند. گروه یک، آموزش مهارت­های زندگی و گروه دو، آموزش مهارت­های زندگی با آموزش ذهن‌آگاهی دریافت نمود. گروه کنترل آموزشی دریافت نکرد. هر سه گروه، پیش و پس از آموزش و یکماه پس از پایان آن، به پرسش‌نامۀ شایستگی هیجانی- اجتماعی پاسخ دادند. تحلیل داده­ها با روش تحلیل واریانس اندازه­گیری مکرر و تحلیل کوواریانس چند متغیری انجام شد. نتایج نشان داد، نسبت به گروه کنترل، شایستگی هیجانی- اجتماعی درگروه یک، به‌طور کلی و به‌ویژه در مؤلفه‌های خودآگاهی، آگاهی ­اجتماعی و خودمدیریتی؛ و در گروه دو، به‌طور کلی و در تمامی مؤلفه­ها افزایش یافت. مقایسۀ دو روش آشکار ساخت که با آن که مهارت‌های شناختی و هیجانی و مدیریت آن‌ها به‌نحو معنی‌دار در هر دو گروه آزمایشی افزایش یافت، همراه نمودن آموزش ذهن‌آگاهی با آموزش مهارت­های زندگی، در مجموع اثر افزوده‌ای بر مهارت‌های مذکور ندشت. بنابراین می‌توان گفت که اهمیت دادن به آموزش مهارت‌های زندگی و ذهن‌آگاهی می‌تواند پیامدهای سودمندی برای دانش‌آموزان معلول داشته باشد و نتیجه آن تربیت افرادی با شایستگی اجتماعی بالا خواهد بود.

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