پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 941 |
| تعداد مقالات | 7,773 |
| تعداد مشاهده مقاله | 12,854,010 |
| تعداد دریافت فایل اصل مقاله | 9,152,426 |
بررسی تأثیر مدل مشاوره مدرسه مبتنی بر توانمندی‌ها بر رشد مسیر شغلی و بهزیستی تحصیلی دانش‌آموزان | ||
| اندیشه های نوین تربیتی | ||
| دوره 17، شماره 2 - شماره پیاپی 60، شهریور 1400، صفحه 7-27 اصل مقاله (581.85 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.13056.1587 | ||
| نویسندگان | ||
| محمد رنجبر1؛ احمد صادقی* 2 | ||
| 1کارشناس ارشد مشاوره مدرسه، دانشگاه اصفهان، اصفهان، ایران | ||
| 2دانشیار گروه مشاوره، دانشکده علوم تربیتی و روان شناسی، دانشگاه اصفهان، اصفهان، ایران | ||
| چکیده | ||
| پژوهش حاضر با هدف بررسی تاثیر مدل مشاوره مدرسه مبتنی بر توانمندی‌ها بر رشد مسیر شغلی و بهزیستی تحصیلی دانش‌آموزان انجام شد. روش پژوهش، نیمه‌تجربی از نوع پیش‌آزمون-پس‌آزمون با دو گروه کنترل است و جامعه‌ی آماری شامل کلیه‌ی دانش‌آموزان پسر دبیرستانی شهر اصفهان در سال تحصیلی 95-1394 بود که به صورت تصادفی از بین مدارس یک ناحیه انتخاب شده و در سه گروه آزمایش، کنترل 1، و کنترل 2، جای داده شدند. اصول و برنامه‌های مدل مشاوره مدرسه مبتنی بر توانمندی‌ها در یک نیمسال تحصیلی در گروه آزمایش اجرا شد. به منظور جمع‌آوری داده‌ها از پرسشنامه‌های رشد مسیر شغلی فرم کوتاه ویرایش استرالیا کرید و پاتون و بهزیستی تحصیلی لنت، سینگلی، شو، اشمیت و اشمیت استفاده شد. نتایج تجزیه وتحلیل کوواریانس نشان داد که نمره رشد مسیر شغلی دانش‌آموزان گروه آزمایش به طور معناداری نسبت به هر دو گروه کنترل افزایش یافته است اما این افزایش در بهزیستی تحصیلی معنادار نبود. بنابراین میتوان نتیجه گرفت که مدل مشاوره مدرسه مبتنی بر توانمندی‌ها بر ارتقای رشد مسیر شغلی دانش‌آموزان مؤثر است اما بر بهزیستی تحصیلی آنان تأثیر معناداری نداشته است. | ||
| کلیدواژه‌ها | ||
| مدل مشاوره مدرسه مبتنی بر توانمندی‌ها؛ رشد مسیر شغلی؛ بهزیستی تحصیلی | ||
| عنوان مقاله [English] | ||
| The Effect of Strengths-Based School Counseling Model on Career Development and Academic Well-Being of Students | ||
| نویسندگان [English] | ||
| Mohammad Ranjbar1؛ Ahmad Sadeghi2 | ||
| 1MA in School Counseling, University of Isfehan, Isfehan, Iran | ||
| 2Associate professor, Faculty of Education and Psychology, Department of Counseling | ||
| چکیده [English] | ||
| Abstract The aim of this study was to investigate the effect of strengths-based school counseling model on students' career development and academic well-being. The research method is quasi-experimental pre-test-post-test with two control groups and the statistical population included all high school male students in Isfahan in the 2016-2017 academic year who were randomly selected from schools. One area was selected and placed in three experimental groups, control 1, and control 2. The results of analysis of covariance showed that the growth rate of career path of students in the experimental group increased significantly compared to both control groups, but this increase was not significant in academic well-being. Introduction One of the issues and concerns of students is their job concerns. Properly responding to these concerns can affect the success of students at higher levels as well as their working lives, which will be one of the most important parts of their lives. Career growth is the part of a person's overall growth that focuses on learning in order to prepare for the world of work and to progress and advance in that work (Michelle and Gibson, 2007). Another variable that plays a major role in students' academic issues is academic well-being or academic satisfaction. In recent years, attention to positive psychology has given rise to various approaches to counseling. Strengths-based counseling is a model based on the principles of counseling psychology, prevention, positive psychology, positive youth development, help, counseling therapy, and narrative therapy (Smith, 2006). Therefore, due to the importance of career development and academic well-being as two influential variables in relation to students, more research is needed in this regard. On the other hand, by studying the background, it is observed that coherent research has not been done on the effects of school counseling based on strengths. Also, in relation to academic well-being, most studies have examined the student community, and although the importance of career development in relation to students who have received the most important education during their studies and a large part of their time it is clear that students have not been well studied in research. Therefore, there is clearly a research gap in this regard. For this purpose, the aim of this study was to determine the effect of strengths-based school counseling on career development and students' academic well-being and compare it with the common approach of school counseling in education. Hypotheses: The strengths-based school counseling model is effective on students' career development and academic well-being. Methodology The present study is applied in terms of purpose and in terms of method, is a quasi-experimental pre-test-post-test with two control groups. Research question: Does the strengths-based school counseling model affect students' career development and academic well-being? Population, sample, and sampling method: The participants of the study consists of all male high school students in Isfahan. Among the six education districts of Isfahan, one district was randomly selected and three schools from this district that were willing to cooperate were selected. Two schools without counselors, one to implement the model and the other as a control group, and one school that benefited from the counselor and the usual education counseling program were also designated as the second control group. Then, in order to select the experimental group, one school was randomly selected from two schools without counselors. The total number of students in the experimental group (school) was 80, of which 43 students participated in the pre-test and post-test voluntarily. The same number of students were randomly selected from two control groups (schools) and participated in this study. Career development inventory (Creed and Patton’s, 2004) CDI-A-SF has 33 items, and is designed for students in grades 8–12. Four subscales are typically calculated include Career Planning (10 items), Career Exploration (8 items), World of Work Information (8 items) and Career Decision Making (7 items). Creed and Patton (2004) assessed construct validity using factor analysis and testing the scale’s association with other career variables, and reported satisfactory internal reliability coefficients for all subscales (ranging from .70 to .87) and examined the inventory’s internal reliability and found the reliability coefficient for 4 subscales to be 0.87, 0.73, 0.73 and 0.70 respectively. In Iran, Sadeghi, Baghban, Bahrami, Ahmadi and Creed (2011) examined the internal reliability of the inventory for first two subscales applied Cronbach’s Alpha and for the third and fourth subscales utilized the split-half method. The obtained reliability coefficients for 4 subscales were 0.82, 0.66, 0.66 and 0.64 respectively. Academic Well-being Questionnaire (Lent, Single, Shaw, Schmidt & Schmidt, 2007). Lent et al. (2005) reported internal consistency of 0.86 and 0.87. The alpha coefficient has also been reported to be 0.94. Mikaelimnia (2013) calculated the reliability of the test by alpha method and reported the reliability of the first part 0.76, the second part 0.79 and the whole scale 0.84. Results According to the mean scores of pre-test and post-test, it is determined that the average scores of both career development and academic well-being of the students in the experimental group has increased in post-test. In order to perform analysis of variance, first the assumptions of this test were examined. These assumptions, namely the normality and uniformity of the variance of the dependent variable, were tested by Levin test. Given that the significance level of the calculated Levin value is greater than 0.05 (career development 0.40 and academic well-being 0.14), the data did not call into question the assumption of equal variance error. There is a significant difference between the post-test scores of the three groups of students in career development at the level (P≤0.05). But their post-test score on academic well-being at the level (P≤0.05) is not significantly different. The results of this study showed that the rate of career development of the experimental group was significantly different from the two control groups, but there was no significant difference between the two control groups. This means that only strengths-based school counseling has increased the career development of students, and the current school counseling program implemented in schools has not made a significant difference in the students' career development. Discussion and conclusion According to the research results, it can be said that stimulating the dimensions of career development (planning, exploration, world of work information and decision making) Super (1957), under the title of strengths-based school counseling program, to improve students' career development. It seems that the implementation of classroom guidance programs, individual and group counseling, university visit program and distribution of brochures with the topics of targeting, providing job information and introducing jobs, in stimulating the dimensions of career development (planning, exploration, world of work information and decision making) has been effective. Given that the effectiveness of the strengths-based school counseling model on career development has been significant, so it is suggested to the Department of Education and school counselors to consider this model and in the future, it will be more the basis of work, Put in schools. The lack of significant promotion of students' academic well-being, despite the implementation of the programs mentioned under the headings of academic motivation, emotional intelligence and learning and study methods, may be due to several possibilities. Lent, Dosio Tavira, Shaw, and Singley (2009) state that academic satisfaction is considered as a realm of overall life satisfaction, which seems to be partly determined by personality factors. This means that people with certain personality traits are more likely to feel satisfied in a certain area of life, such as education and work. Gender can also be an influential factor in this regard that in the present study only the gender of the boy was present. In this regard, it is suggested that other researchers interested in this field cover this limitation. In general, it can be concluded from the findings of the present study that the strengths-based school counseling as a comprehensive and inclusive model, can be well based on the practice of school counselors in an academic year that the present study It was done in one semester and in one school. Therefore, it is suggested that school counselors use this model in several schools from different areas of education by changing their perspective from harm-oriented to empowerment-oriented vision, and try as much as possible to implement this model comprehensively. And of course, go beyond that. This means that they should not be satisfied with only the mentioned strengths and put more strengths as the top priority of working with students in different levels. | ||
| کلیدواژه‌ها [English] | ||
| Strengths-Based School, Counseling model, Career Development, Academic Well-Being | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Benard, B. (1991). Fostering Resiliency in Kids: Protective Factors in the Family, School, and Community. Portland, Ore.: Western Center for Drug-Free Schools and Communities. Benson, P. L. (1997). All kids are our kids: What Communities Must Do to Raise Caring and Responsible Children and Adolescents. San Francisco, Jossey-Bass Publishers. Borden, V. M. (1995). Segmenting student markets with a student satisfaction and priorities survey. Research in Higher Education, 36(1), 73-88. Brown, S. D., Tramayne, S., Hoxha, D., Telander, K., Fan, X., & Lent, R. W. (2008). Social cognitive predictors of college students’ academic performance and persistence: A meta-analytic path analysis. Journal of Vocational Behavior, 72(3), 298-308. Bryant, J. L. (2006). Assessing Expectations and Perceptions of the Campus Experience: The Noel-Levitz Student Satisfaction Inventory. New Directions for Community Colleges, 134, 25-35. Burt, M. R., Resnick, G., & Novick, E. R. (1998). Building supportive communities for at-risk adolescents: It takes more than services. American Psychological Association. Carmona-Halty, M., Schaufeli, W. B., Llorens, S., & Salanova, M. (2019). Satisfaction of Basic Psychological Needs Leads to Better Academic Performance via Increased Psychological Capital: A Three-Wave Longitudinal Study Among High School Students. Frontiers in psychology, 10, 1-12. Choi, Y., Kim, J., & Kim, S. (2015). Career Development and School Success in Adolescents: The Role of Career Interventions. The Career Development Quarterly, 63(2), 171-186. Connell, J. P., Spencer, M. B., & Aber, J. L. (1994). Educational risk and resilience in African‐American youth: Context, self, action, and outcomes in school. Child development, 65(2), 493-506. Creed, P. A., & Paton, W. (2004). The development and validation of a short form of the Career Development Inventory – Australia. Australian. Journal of Guidance and Counseling, 14 (2), 125-138. Dawis, R. V. (2005). The Minnesota theory of work adjustment. Career Development, 1. Dinkmeyer, D., & Caldwell, E. (1970). Development counseling and guidance: A comprehensive school approach. New York: McGraw-Hill. Duane P Schultz, Sydney Ellen Schultz (2005). Theories of Personality. Yahya Seyed Mohammadi (2011). Tehran: Virayesh Publication. (Text in Persian). Erikson, E. H. (1963). Childhood and society. New York: W. W. Norton. Flores, A. (2007). Attribution style, self-efficacy, and stress as predictors of academic success and academic satisfaction in college students. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68, 874-874. Fouad, N. A., Kantamneni, N., Smothers, M. K., Chen, Y. L., Fitzpatrick, M., & Terry, S. (2008). Asian American career development: A qualitative analysis. Journal of Vocational Behavior, 72(1), 43-59. Galassi, J. P., & Akos, P. (2007). Strengths-based school counseling: Promoting student development and achievement. Routledge. Gysbers, N. C., & Henderson, P. (1994). Developing and managing your school guidance program (2nd Ed.). Alexandria, American Counseling Association. Hartman, R. O., & Betz, N. E. (2007). The Five-Factor model and career self-efficacy general and domain-specific relationships. Journal of Career Assessment, 15(2), 145-161. Hartung, P. J., Porfeli, E. J., & Vondracek, F. W. (2005). Child vocational development: A review and reconsideration. Journal of vocational behavior, 66(3), 385-419. Hassan, M. M. (2002). Academic satisfaction and approaches to learning among United Arab Emirates university students. Social Behavior and Personality: an international journal, 30(5), 443-451. Ivey, A. E., Ivey, M. B., Myers, J. E., & Sweeny, T. J. (2005). Developmental counseling and therapy: Promoting wellness over the lifespan. Boston: Lahaska Press. Jamelske, xx (2009). Measuring the impact of a university first-year experience program on student GPA and retention. Higher Education, 57(3), 373-391. Jeana L. Magyar-Moe (2009). Therapist's Guide to Positive Psychological Interventions. Aliakbar Forooghi, Jalil Aslani, Sahar rafiei (2014). (Text in Persian). Keller, B. K., & Whiston, S. C. (2008). The role of parental influences on young adolescents’ career development. Journal of Career Assessment. Kohlberg, L. (1969). Stage and sequence: The cognitive developmental approach to socialization. In D. Goslin (Ed.), Handbook of socialization theory and research (pp. 347-480). Chicago: Rand McNally. Krumboltz, J. D., & Worthington, R. L. (1999). The School‐to‐Work Transition from a Learning Theory Perspective. The Career Development Quarterly, 47(4), 312-325. Kuppens, P., Realo, A., & Diener, E. (2008). The role of positive and negative emotions in life satisfaction judgment across nations. Journal of personality and social psychology, 95(1), 66. Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of vocational behavior, 45(1), 79-122. Lent, R. W., Do Céu Taveira, M., Sheu, H.B., Singley, D. (2009). Social cognitive predictors of academic adjustment and life satisfaction in Portuguese college students: A longitudinal analysis. Journal of Vocational Behavior. 74, 190–198. Lent, R. W., Singley, D., Sheu, H. B., Schmidt, J. A., & Schmidt, L. C. (2007). Relation of social-cognitive factors to academic satisfaction in engineering students. Journal of Career Assessment, 15(1), 87-97. Littman-Ovadia, H., Lazar-Butbul, V., & Benjamin, B. A. (2014). Strengths-Based Career Counseling Overview and Initial Evaluation. Journal of Career Assessment, 22(3), 403-419. Mikaili, F (2013). Testing of Social–Cognitive Model of Academic Satisfaction in Undergraduate Students. Journal of Psychology, 2013, 17 (Summer) 201-219. (Text in Persian). Myrick, R. D. (1997). Development guidance and counseling: A practical approach (3rd Ed.). Minneapolis, MN: Educational Media Corporation. Najafi, M., Dehshiri, Gh., Mohammadifar, Ma., Dabiri, S., jafari, N (2015). The role of family performance variables, self-esteem, self-efficacy and personality in predicting academic achievement motivation. Quarterly Journal of New Thoughts on Education, 11(2), 9-31. (Text in Persian). Nasta. K. A. (2007). Influence career self-efficacy Beliefs on exploration Behaviors. Dessertation for Master of Science in mental health counseling. University of New York. Özgüngör, S. (2010). Identifying dimensions of students’ ratings that best predict students’ self-efficacy, course value and satisfaction. Eurasian Journal of Educational Research, 38, 146-163. Paisley, P. O., & Hubbard, G. T. (1994). Developmental school counseling programs: From theory to practice. Alexandria, VA: American Counseling Association. Pash, Sh (2012). The effectiveness of career skills training on Academic self-concept and career development of Esfahan university students, University of Isfahan. (Text in Persian). Piaget, J. (1950). The psychology of intelligence. New York: Harcourt, Brace, & Company. Savickas, M. (2003, September). Life portraits from Donald Super’s career pattern study. In International Association for Education and Vocational Guidance. Berne, Switzerland. In J. Dauwalder, R. Kunz, & J. Renz (Eds.), Quality development in vocational counselling and training: Final report of the IAEVG international conference (pp. 96-101). Robert Lewis Gibson, Marianne Michelle (1972). Introduction to Counseling and Guidance. Seyed Ahmad Ahmadi, Hasan Pashasharifi, Simin Hoseinian, Setila Alagheband, Bagher Sanayi (2017). Tehran: Roshd Publication. (Text in Persian). Rutter, M. (1985). Resilience in the face of adversity. Protective factors and resistance to psychiatric disorder. The British Journal of Psychiatry, 147(6), 598-611. Sadeghi, A (2011). The course and factors affecting the growth of the career path of the third grade students of high school, high school and pre-university. University of Isfahan. (Text in Persian). Sadeghi, A., Baghban, I., Bahrami, F., Ahmadi, A., & Creed, P. (2011). Validation of the short form of the career development inventory with an Iranian high school sample. International Journal for Educational and Vocational Guidance, 11(1), 29-38. Savickas, M, L. (2002). Career Construction: A developmental theory of vocational behavior. In D. Brown (Ed), Career choice and development (pp, 149-205) San Francisco: Jossey-Bass. Savickas, M. (2003, September). Life portraits from Donald Super’s career pattern study. In International Association for Education and Vocational Guidance. Berne, Switzerland. In J. Dauwalder, R. Kunz, & J. Renz (Eds.), Quality development in vocational counselling and training: Final report of the IAEVG international conference (pp. 96-101). Shams esfandabad, H, Kakavand, A, Torabi, Z (2011). Assessment of the relationship among attachment styles and identity styles with general health and academic achievement of female pre-university school students in Qazvin city. Quarterly Journal of New Thoughts on Education, 7(2), 107-129. (Text in Persian). Shaul, M, S, (2006). Exposure to threat of war and terror, political attitudes, stress, and life satisfaction among teenagers in Israel, Journal of Adolescence, 29(2). 165-176. Simões, C., Matos, M. G., Tomé, G., Ferreira, M., & Chaínho, H. (2010). School satisfaction and academic achievement: the effect of school and internal assets as moderators of this relation in adolescents with special needs. Procedia-Social and Behavioral Sciences, 9, 1177-1181. Super, D. E. (1957). The psychology of careers (Vol. 195). New York: Harper & Row. Swanson, J. L., & Fouad, N. A. (1999). Career Theory And Practice. Thousand Oaks, CA: sage. Tennant, C. (2002). Life events, stress and depression: a review of recent findings. Australian and New Zealand Journal of Psychiatry, 36(2), 173-182. Valizadeh, Z., Ahadi, H., hiedari, M., mazaheri, Mm., kajbaf, Mb (2016). The Structural Relatioship of Perfectionism, Self- efficacy, Goal Orientation and Interest in Field of Study, and Academic Procrastination. Quarterly Journal of New Thoughts on Education, 12(2), 9-30. (Text in Persian). Wolin, S.J. and S. Wolin, The Resilient Self: How survivors of troubled families rise above adversity (New York: Villard Books, 1993). | ||
|
آمار تعداد مشاهده مقاله: 966 تعداد دریافت فایل اصل مقاله: 931 |
||
