اثربخشی آموزش آمایه ذهنی مثبت مبتنی بر مدل PROSPER بر شیفتگی تحصیلی

حاجیان فروشانی, فاطمه; صدوقی, مجید

doi:10.22099/jsli.2026.8643

اثربخشی آموزش آمایه ذهنی مثبت مبتنی بر مدل PROSPER بر شیفتگی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ گروه روانشناسی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

² گروه روانشناسی ، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

10.22099/jsli.2026.8643

چکیده

هدف پژوهش حاضر، بررسی اثربخشی آموزش آمایه‌‌ذهنی مثبت مبتنی‌بر مدل PROSPER بر شیفتگی تحصیلی دانش‌آموزان دختر بود. پژوهش به روش شبه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری و با گروه کنترل اجرا شد. جامعه آماری شامل تمامی دانش‌آموزان دختر پایه هشتم خمینی‌شهر در سال تحصیلی ۱۴۰4–۱۴۰3 بود. با توجه به ماهیت پژوهش میدانی و محدودیت‌های اجرایی، دو کلاس دست‌نخورده به‌صورت در دسترس انتخاب و بصورت تصادفی به گروه‌های آزمایش (۲۷ نفر) و کنترل (۲۶ نفر) گمارده شدند. گروه آزمایش طی ۹ جلسه ۶۰ دقیقه‌ای آموزش مهارت‌های هفتگانه آمایه‌ذهنی مثبت را دریافت کرد و گروه کنترل مداخله‌ای نداشت. برای سنجش شیفتگی تحصیلی از پرسش‌نامه شیفتگی تحصیلی استفاده شد و داده‌ها با تحلیل واریانس آمیخته در نرم‌افزار SPSS تحلیل شد. نتایج نشان داد اثر اصلی زمان و نیز تعامل گروه و زمان در شیفتگی تحصیلی معنی‌دار است. مقایسه‌های بین‌گروهی نشان داد که گروه آزمایش در پس‌آزمون افزایش معنی‌دار و کوتاه‌مدتی در نمرات شیفتگی تحصیلی نسبت به گروه کنترل داشته است. با این حال، این برتری در مرحله پیگیری از بین رفته و نمرات گروه آزمایش به‌ سطحی نزدیک به خط پایه بازگشت. بر این اساس، مداخله مذکور می‌تواند در ارتقای شیفتگی تحصیلی دانش‌آموزان سودمند باشد، هرچند تداوم اثر آن مستلزم مداخلات تکمیلی است.

کلیدواژه‌ها

موضوعات

مطالعات روانشناسی تربیتی و یادگیری

عنوان مقاله [English]

The effectiveness of positive mindset training based on the PROSPER model on academic flow

نویسنده [English]

Fatemeh Hajian Foroushani ¹

¹ Department of psychology, Faculty of Humanities, University of kashan, Kashan, Iran

چکیده [English]

The present study examined the effectiveness of Positive Mindset training based on the PROSPER model on academic flow in female students. A quasi-experimental pretest–posttest–follow-up design with a control group was used. The statistical population included all eighth-grade girls in Khomeini Shahr during the 2024–2025 academic year. Due to the field-based nature of the study and practical constraints, two intact classes were selected through convenience sampling and randomly assigned to the experimental (n = 27) and control (n = 26) groups. The experimental group participated in nine 60-minute sessions focused on the seven Positive Mindset skills, whereas the control group received no intervention. Academic flow was assessed with the Academic Flow Questionnaire and data were analyzed using two-factot mixed analysis of variance (Mixed ANOVA) in SPSS. The results revealed a significant group × time interaction, indicating that the experimental group showed a significant increase in academic flow from pretest to posttest compared to the control group. However, this advantage diminished at follow-up, and the experimental group’s scores returned to a level close to baseline. Accordingly, Positive Mindset training based on the PROSPER model may be beneficial for enhancing students’ academic flow, although maintaining its effects appears to require supplementary interventions.

کلیدواژه‌ها [English]

PROSPER model
positive mindset
academic flow

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