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اثربخشی سبک زندگی تحصیلی سلامت‌محور بر ثبات قدم و امید تحصیلی دانش‌آموزان | ||
| اندیشه های نوین تربیتی | ||
| مقاله 4، دوره 18، شماره 3 - شماره پیاپی 65، آبان 1401، صفحه 53-67 اصل مقاله (520.77 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.37085.3391 | ||
| نویسندگان | ||
| لیلا حیدریانی1؛ عزت اله قدم پور* 2؛ محمد عباسی3 | ||
| 1دانشجوی دکتری روان شناسی تربیتی، گروه روان شناسی ، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان ، خرم آباد، ایران | ||
| 2استاد روان شناسی تربیتی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران | ||
| 3استادیار روانشناسی تربیتی، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران | ||
| چکیده | ||
| این پژوهش با هدف اثربخشی سبک زندگی تحصیلی سلامت‌محور بر ثبات قدم و امید تحصیلی دانش‌آموزان انجام شد. طرح پژوهش، نیمه‌آزمایشی و به شیوۀ پیش‌آزمون_ پس‌آزمون با گروه کنترل بود. جامعۀ آماری در این تحقیق را تمامی دانش‌آموزان ابتدایی دورۀ دوم (پایه‌های چهارم، پنجم و ششم) شهرستان بروجرد تشکیل داده‌اند که در سال تحصیلی 400- 1399 به‌صورت آنلاین مشغول به تحصیل بودند. نمونه‌گیری به صورت در دسترس بوده که در مجموع 36 نفر از دانش‌آموزان به‌طور تصادفی در دو گروه آزمایش و کنترل جایگزین شدند (هر گروه 18 نفر)، سپس پرسشنامه‌های ثبات قدم تحصیلی داکورث و امید تحصیلی کمپل و کاون که از روایی مناسب و پایایی قابل قبول (87/0 و 82/0) برخوردار بودند، توسط دو گروه تکمیل شد. گروه آزمایش به مدت 12 جلسه تحت آموزش سبک زندگی تحصیلی سلامت‌محور قرار گرفت و گروه کنترل مداخل‌های دریافت نکرد. پس از اتمام دورۀ آموزشی از هر دو گروه، پس‌آزمون به عمل آمد. در نهایت، داده‌های گردآوری شده با استفاده از آزمون تحلیل کوواریانس چندمتغیره تجزیه و تحلیل شد. نتایج به‌دست آمده از تحلیل کوواریانس نشان داد که بین نمرات پس‌آزمون ثبات قدم تحصیلی و امید تحصیلی دو گروه آزمایش و کنترل تفاوت معناداری وجود دارد و سبک زندگی تحصیلی سلامت‌محور بر گروه آزمایش تأثیر معنادار داشت و اثربخشی آموزش سبک زندگی تحصیلی سلامت‌محور در خصوص افزایش ثبات قدم و امید تحصیلی دانش‌آموزان مشاهده شد. بنابراین، آموزش مداوم و مستمر سبک زندگی تحصیلی سلامت‌محور با هدف بهبود عملکرد دانش‌آموزان در خصوص داشتن سبک زندگی تحصیلی سالم پیشنهاد میشود. | ||
| کلیدواژه‌ها | ||
| سبک زندگی تحصیلی سلامت-محور؛ ثبات قدم تحصیلی؛ امید تحصیلی؛ دانش‌آموزان | ||
| عنوان مقاله [English] | ||
| The Effect of Health-centered Academic Lifestyle Training on Student’s Academic Stability and Hope | ||
| نویسندگان [English] | ||
| Leila Heidaryani1؛ Ezatolah Ghadampour2؛ Mohamad Abbasi3 | ||
| 1Ph.D. Student, Educational Psychology, Departmant of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran | ||
| 2Professor of Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran | ||
| 3Assistant Professor of Educational Psychology, Department of Psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran | ||
| چکیده [English] | ||
| The present study aimed to evaluate the effect of health-centered academic lifestyle training on student’s academic stability and hope. The research design was quasi-experimental with a pretest-posttest control group design. The statistical population in this study comprised all elementary students of the fourth to the sixth grade in Boroujerd city who were studying online in the academic year 2020-2021. Convenience sampling was used to select 36 students who were randomly assigned to the experimental and control groups. The participants filled out Academic Stability Questionnaire and Academic Hope Questionnaire. The experimental group received training for a healthy-oriented academic lifestyle for 12 sessions. After the training course, post-test was performed in both groups. The collected data were analyzed using multivariate ANOVA. The results showed training health-oriented academic lifestyle had a significant effect on the experimental group. Introduction Students are the future-makers of any society, and educational years are supposed to develop their identity and personality. Educational achievement in this period might guarantee their future achievements (Gadampoor, Yousefvand, and Radmehr 2017). Therefore, addressing their related issues is considerably important. Of the most important issues, one can mention are stability and hope for learning. A study revealed that stability and the corresponding components were in accordance to educational achievements (Duckworth and Gross 2014). Stability is a ladder for success and turning one's dreams into reality that results in accomplishing challenging goals despite the barriers and weaknesses regardless of the individual’s intelligence. Stable high school students are more likely to graduate and less likely to quit studying or working (Duckworth, Quinn & Tskuyama). Therefore, schools should dedicate most of their deliberate efforts to improve stability in students. Studies also revealed that hope for learning is a reliable predictor for scientific achievements and a crucial need for students. Hope enables students to cope with their problems by focusing on success and achieving their goals (Ebrahimi Qiri 2013). Academic hope refers to the pertinent educational goals that students choose for themselves, the means of reaching these goals and also the factors which cause student's ability in this way (Ebrahim Ghiri 2013). It appears that a health-centered academic lifestyle can help students do more educational assignments, attain more educational achievement, experience fewer negative emotions through increasing levels of achievement which increase academic stability and hope. Sofar no research has investigated the effect of health-centered academic lifestyle on academic stability and hope among elementary students; however, similar studies on other populations revealed that student’s academic stability and hope can be affected by health-centered academic lifestyle. Methodology This study aimed to investigate the effect of health-centered academic lifestyle training on student’s academic stability and hope. The present study used quasi-experimental method with a pretest post-test control group design. The statistical population of the study includes all the students of the fourth to sixth grade in Boroojerd city elementary schools in academic year of 2020-2021 who were studying online using Shad application. Convenience sampling was used to select four elementary schools that agreed to cooperate with the researcher and that the students had continuous access to Shad application. Then, one school was selected from the four schools based on their better cooperation and regarding the COVID-19 pandemic. The selected school had six classes, among which one was randomly selected as the experimental group (n=18) and another as the control group (n=18). The inclusion criteria included being an elementary student of the fourth-sixth grade, having access to Shad application, and having access and ability to use a smart phone. The exclusion criterion was students’ unwillingness to participate in the study. Before the study, a pretest was given to the both experimental and control groups. The experimental group received a health-centered academic lifestyle program training course while the control group followed their routine curriculum. Finally, the data were analyzed using multivariance analysis of covariance and in SPSS 22 statistical software. Results Table 2 shows the results of multivariate analysis of covariance for post-test scores with pre-test control of research-dependent variables (academic stability and academic hope). As shown in Table 2, health-centered academic lifestyle training has a significant effect on academic stability and academic hope of students in the experimental group. To examine the point of difference, univariate analysis of covariance in multivariate text was used. As can be seen in Table 3, there is a significant difference between the experimental and control groups in dependent variables. Discussion and conclusion The results showed that health-centered academic lifestyle has a significant effect on increasing academic stability. This finding is consistent with the findings of Rafi Fatana (2019) and Ebadi, Zare Hosseinabadi and Zare Hosseinabadi (2019) and Saeedi. Saeedi and Farahbakhsh (2016) showed that lifestyle and academic performance are related to each other. This finding is also consistent with a study by Sullivan et al. (2021) which showed that people with higher stability had higher scores in healthy lifestyle. These findings can be explained as academic stability means how to achieve long-term goals by overcoming obstacles and challenges. A health-centered academic lifestyle is associated with stability in learning. Another finding of this study was that a health-centered academic lifestyle increases students' academic hope. This finding is consistent with the results of Hedayat and Sadeghzadeh, 2016; Mortazavi Emami et al., 2017; Azimi Khoi and Navabi Nejad, 2016. In general, these findings can be explained in that learners who are optimistic about the future and the results of their activities are deeply involved in academic activities and assignments, so they are more likely to experience positive emotions in educational settings. Students with a health-centered academic lifestyle are less likely to experience negative emotions such as academic frustration in the face of adversity (Martin, 2013). Therefore, considering that academic stability and hope are teachable, it is recommended that all experts and education officials hold workshops to familiarize teachers and learners with these concepts. It is also suggested that continuous education of health-centered academic lifestyle be provided with the aim of improving students’ performance. | ||
| کلیدواژه‌ها [English] | ||
| Health-oriented academic lifestyle, Academic stability, Academic hope, Students | ||
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Azimi Khoee A, Navabinejad, Ph.D. S. Examining the Effectiveness of Positive Thinking Skills Training on High School Girls’ Achievement Motivation in Tehran. QJFR. 2017; 13 (4) :43-60 (Text in Persian) Berk. RA. (2018). Grit 2.0: A Review with Strategies to Deal with Disappointment, Rejection, and Failure. The Journal of Faculty Development, 32(2), 91-104. Boyatzis, R. E., & McKee, A. (2005). Resonant leadership: Renewing yourself and connecting with others through mindfulness, hope, and compassion. Boston, MA: Harvard Business School Press. Clark, K. N., & Malecki, C. K. (2019). Academic Grit Scale: Psychometric properties and associations with achievement and life satisfaction. Journal of School Psychology, 72,49-66. Duckworth, A. L., & Kraft, C. R. (2014). True Grit: Trait-level Perseverance and Passion for Long-term Goals Predicts Effectiveness and Retention among Novice Teachers, Teachers College Record, 116(3), 1-27. Duckworth, A. L., & Quinn, P. D. (2009). Development and validation of the Short Grit Scale (GRIT-S). Journal of Personality Assessment, 91(2), 166-74. Duckworth, A., & Gross J. J. (2014). Self-control and grit: related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319-325. Duckworth, A., & Winkler, L. E. (2018). Grit. International Encyclopedia of the Social & Behavioral, Sciences Pages 397-401. Ebadi, N; Zare Hossen Abadi, F; Zare Hossen Abadi, M (2019). Investigating the relationship between lifestyle and hope in Islamic Azad University students in Yazd in 2018. The third national conference on lifestyle and health. (Text in Persian) Ebrahimi Qairi, R (2012). Comparison of academic motivation and academic hope of high school and normal students, master's thesis, Islamic Azad University, Maroodasht Branch, Faculty of Educational Sciences and Psychology. (Text in Persian) Ghadampour, E., Yousefvand, L., Radmehr, P. (2018). The Compare Effectiveness of Cognitive and Meta Cognitive Strategies Education on Academic Hope of Girl and Boy Students. Biquarterly Journal of Cognitive Strategies in Learning, 5(9), 33-47. doi: 10.22084/j.psychogy.2017.9335.1274 (Text in Persian) Guerrero, L. R., Dudovitz, R., Chung, P. J., Dosanjh, K. K., & Wong, M. D. (2016). Grit: A Potential Protective Factor Against Substance Use and Other Risk Behaviors Among Latino Adolescents, Journal of Academic Pediatrics, 16(3), 275-280. Hakimi, S., Talepasand, S., Rahimian, I., Kern, M. (2017). Evaluation of Positive Psychotherapy Effects on Students’ Depression, Well-being, and Academic Achievement in Mathematics and Experimental Sciences. Journal of Educational Psychology Studies, 14(28), 49-82. doi: 10.22111/jeps.2017.3600 (Text in Persian) Hansen M. J. (2013). Academic Hope Theory Implications for Promoting Academic Success, Council on Retention and Graduation (GRG). Hedayat, F., & Sadegzade, S. (2020). The relationship between the connect with school and academic well-being with academic emotions through mediating academic buoyancy among students. New Approach in Educational Sciences, 2(2), 7-21. doi: 10.22034/naes.2020.229868.1038 (Text in Persian) Hosseni, M., Zoghi paidar, M., Rashid, K. (2018). The roles of grit and intelligence in predicting students' academic Achievement. Biqua | ||
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