پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 939 |
| تعداد مقالات | 7,735 |
| تعداد مشاهده مقاله | 12,722,534 |
| تعداد دریافت فایل اصل مقاله | 9,064,033 |
اثربخشی آموزش برنامۀ شناخت اجتماعی بر فراشناخت اخلاقی و سطح همدلی در دانش | ||
| اندیشه های نوین تربیتی | ||
| مقاله 4، دوره 20، شماره 1 - شماره پیاپی 71، اردیبهشت 1403، صفحه 47-60 اصل مقاله (485.43 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2023.40126.3566 | ||
| نویسندگان | ||
| ناهید محبعلی زاده* 1؛ باقر سرداری2 | ||
| 1کارشناس ارشد روانشناسی تربیتی، گروه روانشناسی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران. | ||
| 2استادیار فلسفۀ تعلیم و تربیت، گروه علوم تربیتی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران | ||
| چکیده | ||
| این پژوهش با هدف تعیین اثربخشی آموزش برنامۀ شناخت اجتماعی بر فراشناخت اخلاقی و سطح همدلی در دانشآموزان انجام شد. پژوهش حاضر از نوع مطالعات نیمه‌تجربی با طرح پیشآزمون_پسآزمون_پیگیری و گروه کنترل بود. جامعۀ آماری شامل تمامی دانشآموزان پسر مشغول تحصیل در مدارس دورۀ اول متوسطۀ شهر خوی در سال تحصیلی 1400-1399 بود. با توجه به هدف پژوهش 30 نفر از دانشآموزان به روش نمونه‌گیری خوشه‌ای تصادفی انتخاب و به تصادف در دو گروه آزمایش و کنترل جایگزین شدند. سپس، شرکت‌کنندگان گروه آزمایش طی 10 جلسۀ 60 دقیقهای، تحت آموزش برنامۀ شناخت اجتماعی توسط پژوهشگر قرار گرفتند، اما گروه کنترل مداخله‌ای دریافت نکرد. ابزار گردآوری اطلاعات شامل مقیاس فراشناخت اخلاقی (MMS) و مقیاس همدلی پایه (BES) بود. تجزیه و تحلیل داده‌های گردآوری‌شده با استفاده از تحلیل واریانس با اندازهگیری مکرر در برنامۀ SPSS نسخۀ 26 انجام شد. یافته‌های پژوهش نشان داد که آموزش برنامۀ شناخت اجتماعی منجر به افزایش نمرات فراشناخت اخلاقی (384/0=2, h47/17F=) و همدلی (400/0=2, h63/18F=) در آزمودنی‌های گروه آزمایش نسبت به گروه کنترل‌شده است. با توجه به یافته‌ها میتوان مطرح ساخت که آموزش برنامۀ شناخت اجتماعی مداخلۀ مؤثر و مناسبی برای ارتقای فراشناخت اخلاقی و سطح همدلی دانشآموزان است. | ||
| کلیدواژه‌ها | ||
| آموزش برنامۀ شناخت اجتماعی؛ فراشناخت اخلاقی؛ همدلی | ||
| عنوان مقاله [English] | ||
| The Effectiveness of a Social Cognition Training Program on Moral Metacognition and Level of Empathy in Students | ||
| نویسندگان [English] | ||
| Nahid Mohebali Zadeh1؛ Bagher Sardary2 | ||
| 1MA in Educational Psychology, Department of Psychology, Khoy Branch, Islamic Azad University, Khoy, Iran | ||
| 2Assistant Professor of Philosophy of Education, Department of Educational Sciences, Khoy Branch, Islamic Azad University, Khoy, Iran | ||
| چکیده [English] | ||
| This research was conducted to determine the effectiveness of a social cognition training program on moral metacognition and empathy level among students. The current research was a quasi-experimental study with a pretest-posttest follow-up design and a control group. The statistical population included all male students in junior high schools of Khoy, Iran, in the academic year 2020-2021. Thirty students were selected by random cluster sampling and were then randomly assigned to experimental and control groups. The participants received training in a social cognition program over ten sessions, each lasting 60 minutes. Data collection tools included the Moral Metacognition Scale and the Basic Empathy Scale. The collected data were analyzed using repeated-measures ANOVA in SPSS version 26. The results showed that social cognition training led to an increase in the moral metacognition and empathy scores among the students in the experimental group compared to the controls. Introduction Morality is an important and significant subject from an individual and social point of view. Experts have supported the inclusion of metacognition in individuals’ understanding of the process of ethical decision-making and moral learning (Zawidzki, 2019). Moral metacognition plays a key role in the formation and guidance of moral behaviors and helps people make correct decisions and choose the morally good behavior in ethical conundrums. Nevertheless, mature moral functioning also depends on the integration of emotions, intuition, and empathy. Children with higher empathy show greater kindness and caring behaviors towards others and establish positive verbal interactions (Melloni, Lopez, & Ibanez, 2014). Social cognition training is one of the most recent interventions proposed to improve moral metacognition and the level of empathy. One of the basic principles of social cognition training is acquiring the ability to mentalize observed behaviors. A person will understand the behavior of others when he can attribute invisible mental states to them, such as emotions, thoughts and intentions (Gleichgerrcht, Torralva, Roca, Pose & Manes, 2011). The perception of emotion is also a component of social cognition that is related to how a person understands, predicts and explains his own and others' emotions (Harris, De Rosnay & Pons, 2016). Research has shown the impact of social cognition on moral judgment, moral growth and moral emotions (Mata, 2019). Considering the importance of social cognition in the moral and emotional development of adolescents, this research was conducted to answer the question of whether a social cognition training program is effective on moral metacognition and the level of empathy in students. Methodology The current research was a quasi-experimental study with a pretest-posttest follow-up design and a control group. The statistical population of this research included all the male students in the junior high schools of Khoy, Iran, in the academic year 2020-2021. Based on the objectives of the research, 30 students were selected by random cluster sampling and then randomly assigned to the experimental and control groups. The inclusion criteria were getting the informed consent of the student and the written consent of their parents, age range of 12 to 15 years, studying in either the seventh, eighth or ninth grades, male gender, and having suitable physical and mental condition for participating in the study based on the health records. The exclusion criteria were the student's unwillingness to continue cooperation, a history of childhood psychiatric disorders, a history of significant physical illness, and the use of psychiatric medications. The research tools included the Moral Metacognition Scale, consisting of 20 items with four components of metacognitive regulation, expressive cognitive knowledge, procedural cognitive knowledge and conditional cognitive knowledge, and also the Basic Empathy Scale, consisting of 18 items and two subscales, namely emotional and cognitive empathy subscales. The intervention program consisted of training in social cognition and was developed by Pajouhinia et al. (2019) based on the principles and concepts of the social cognition theory (the components of theory of mind and facial emotion recognition). This educational program was implemented in ten 60-minute sessions. To comply with the ethics of research, all the participants completed a written consent to participate in the study and were briefed on the confidentiality of their information, the absence of any physical and psychological harm, and participation in the study being free of charge. The collected data were analyzed using the repeated-measures ANOVA in SPSS version 26. Results In this research, the mean age was 13.20 years in the experimental group, 13.80 in the control group, and 13.50 overall. Also, 33.3% of the subjects were in the seventh grade, 43.3% in the eighth grade, and 23.3% in the ninth grade. The descriptive indices showed that the mean posttest and follow-up scores of the participants had changed in the experimental group compared to the pretest in both moral metacognition along with its dimensions (metacognitive regulation, expressive cognitive knowledge, procedural cognitive knowledge and conditional cognitive knowledge) and the level of empathy along with its dimensions (emotional and cognitive), but in the control group, there were no noticeable changes. The results of the Shapiro-Wilk test also indicated the normality of the data distribution for the research variables in the pretest, posttest and follow-up stages. As can be seen in Table (1), the interaction effects of group and factor were significant for moral metacognition and its dimensions, including metacognitive regulation, expressive knowledge, procedural knowledge and conditional knowledge, and also for the level of empathy and its dimensions, including emotional and cognitive empathy (P≤0.05). Therefore, a significant difference can be observed in the mean scores of moral metacognitions and its dimensions (metacognitive regulation, expressive knowledge, procedural knowledge and conditional knowledge) and the level of empathy and its dimensions (emotional empathy and cognitive empathy) among the time points of pretest, posttest and follow-up for each variable. The results of Bonferroni’s pairwise comparison showed that social cognition training had a significant effect on increasing moral metacognition and the dimensions of metacognitive regulation, expressive cognitive knowledge, procedural cognitive knowledge, and conditional cognitive knowledge in the posttest and follow-up stages compared to the pretest, and this increase persisted in the follow-up as well. Also, social cognition training had a significant effect on increasing empathy (emotional and cognitive) in the posttest and follow-up stages compared to the pretest, and this increase persisted in the follow-up stage, as well. Discussion and conclusion The present findings showed that training in the social cognition program increased the scores of moral metacognitions and its dimensions, including metacognitive regulation, expressive cognitive knowledge, procedural cognitive knowledge, and conditional cognitive knowledge, in the experimental group. This finding is in line with the results reported by Zawidzki (2019) and Gleichgerrcht et al. (2011). Social cognition training teaches the individual to understand the mental states and emotions of others, put himself in another person’s shoes and look at the world from another person's point of view (Özyurt et al. 2024). Therefore, teaching social cognition from such a perspective can alter students' moral metacognition. Another finding of this study was that social cognition training increased the score of empathy and its dimensions, including emotional and cognitive empathy, in the experimental group. This finding is in line with the results reported by Pericle et al. (2018) and Rezaei (2020). In explaining this finding, it can be argued that social cognition equips the individual with two skills. First, it enables him to guess the mental state of others through mind reading and thus facilitates empathy with others. Second, theory of mind functions enable him to show effective empathic responses to others. Therefore, social cognition can be regarded as one of the basic abilities for creating empathy (Pericle et al., 2018). The limitations of this research include the single gender of the statistical sample and the use of a self-report questionnaire to collect the data. Given the effectiveness of social cognition training, such programs are recommended to be applied in child counseling centers. | ||
| کلیدواژه‌ها [English] | ||
| Moral Metacognition, Empathy, Social Cognition Training program | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abdolahi M. (2019). Presenting the model of moral development in teenagers according to metacognitive components with the emphasis on social cognition theory. Rooyesh, 8 (10), 1-8 http://frooyesh.ir/article-1-1293-en.html (Text in Persian) Albiero, P., Matricardi, G., Speltri, D., Toso, D. (2009). The assessment of empathy in adolescence: A contribution to the Italian validation of the ‘‘Basic Empathy Scale’. Journal of Adolescence, 32(2), 393-408. https://doi.org/10.1016/j.adolescence.2008.01.001 Andrews, M. (2021). Narrative and truth in a world of alternative facts: The moral challenge for education. Journal of Moral Education, 50(1), 32-38. https://doi.org/10.1080/03057240.2020.1770707 Epa, R., Dudek, D. (2015). Theory Of Mind, Empathy and Moral Emotions in Pstients With Affective Disorders. Archives Of Psychiatry and Psychotherapy, 2, 49-56. https://psycnet.apa.org/doi/10.12740/APP/44569 Forbes, C. E., & Grafman, J. (2010). The role of the human prefrontal cortex in social cognition and moral judgment. Annual review of neuroscience, 33, 299-324. https://doi.org/10.1146/annurev-neuro-060909-153230 Gall, D.M., Burgh, W., Gall, J. (2011). Quantitative and qualitative research methods in educational sciences and psychology, (A.R Nasr Translator). Tehran: Samit Publications (Text in Persian) Ghanbari, S., Norollahee, S., & Jamshidi, M. (2023). The Role of Managers' Ethical Leadership and the Mediating Role of Professional Commitment in Teachers' Job Performance. The Journal of New Thoughts on Education, 19(3), 7-25. https://doi.org/10.22051/jontoe.2022.39493.3523 (Text in persian) Gleichgerrcht, E., Torralva, T., Roca, M., Pose, M., & Manes, F. (2011). The role of social cognition in moral judgment in frontotemporal dementia. Social Neuroscience, 6(2), 113-122. https://doi.org/10.1080/17470919.2010.506751 Gotter, J., Granger, K., Backx, R., Hobbs, M/, Yen Looi. G. H., Barnett, L. H. (2018). Social cognitive dysfunction as a clinical marker: A sys tematic review of meta-analyses across 30 clinical conditions. Neurosci Biobehav Rev, 84, 92-99. https://doi.org/10.1016/j.neubiorev.2017.11.014 Harris, P. L., De Rosnay, M., Pons, F. (2016). Unders tanding emotion. Lewis, F., Havilang, J., Feldman, B. M. Handbook of Emotions. 4th ed. New York: Guilford Press, 293-306. Hoffman, M. L. (2014). Empathy, social cognition, and moral action. In Handbook of moral behavior and development (pp. 299-326). Psychology Press. Jafari, M. A., Nooroozi, Z., & Foolad Chang, M. (2017). The study of factor structure, reliability and validity of basic empathy scale: Persian form. Journal of Educational Psychology Studies, 14(25), 23-38 https://doi.org/10.22111/jeps.2017.3099 (Text in Persian) Jolliffe, D., Farrington, D. P. (2006). Development and validation of basic empathy scale. Journal of Adolescence, 29(4), 589-611 https://doi.org/10.1016/j.adolescence.2005.08.010 . Jordan, J. (2009). A Social Cognition Framework for Examining Moral Awareness in Managers and Academics. J Bus Ethics 84, 237–258. https://doi.org/10.1007/s10551-008-9706-3 Julmi, C. (2023). Analysis and Intuition Effectiveness in Moral Problems. Journal of Business Ethics, 1-15. https://doi.org/10.1007/s10551-023-05407-y Mata, A. (2019). Social metacognition in moral judgment: Decisional conflict promotes perspective taking. Journal of Personality and Social Psychology, 117(6), 1061–1082. https://doi.org/10.1037/pspa0000170 McMahon, J. M. & Good, D.J. (2015). The moral metacognition scale: Development and validation. Ethics & Behavior, 26(5), 357-394. https://doi.org/10.1080/10508422.2015.1028548 Melloni, M., Lopez, V., & Ibanez, A. (2014). Empathy and contextual social cognition. Cognitive, Affective, & Behavioral Neuroscience, 14(1), 407-425. https://doi.org/10.3758/s13415-013-0205-3 Moradi, A., Yazdanbakhsh, K., & Mahdian, Z. (2023). Examining the relationship between executive functions and moral judgment with the mediation of theory of mind of 9-11-year-old children in Ilam city. Social Cognition, 12(23), Under Print. Doi: 10.30473/sc.2023.69269.2919 (Text in persian) Nader-Grosbois, N., Houssa, M., Mazzone, S. (2013). How could theory of mind contribute to the differentiation of social adjus tment profiles of children with externalizing behavior disorders and children with intellectual disabilities? Res Dev Disabil, 34, 2642-2660. https://doi.org/10.1016/j.ridd.2013.05.010 Nezam, H. (2018). Developing empathy skills program based on social cognition and study of its effectiveness on prosocial behavior in airport service staff. Quarterly Social Psychology Research, 8(29), 117-131 https://www.socialpsychology.ir/article_80831.html?lang=en (Text in Persian) Nikdel, F., Dehghan, M., & Noushadi, N. (2018). The Mediating Role of Moral Reasoning on the Relationship between Self-Concept and Moral Metacognition with Moral Behavior. Educational Psychology, 13(46), 123-143 https://doi.org/10.22054/jep.2018.8479 (Text in Persian) Osa, N. D., Granero, R., Domenech, J. M., Shamay-Tsoory, S., Ezpeleta, L. (2016). Cognitive and affective components of theory of mind in preschoolers with oppositional defiance disorder: clinical evidence. Psychiatry Res, 241, 128-34. https://doi.org/10.1016/j.psychres.2016.04.082 Oudman, E., Vlot, N. J., van Stigt Thans, S., Oey, M. J., & Postma, A. (2023). 47 Social Cognition and Moral Decision Making in Korsakoff's Syndrome. Journal of the International Neuropsychological Society, 29(s1), 834-839. http://dx.doi.org/10.1017/S1355617723010330 Özyurt, G., Öztürk, Y., Tufan, A. E., Akay, A., & İnal, N. (2024). Differential Effects of Disruptive Mood Dysregulation Disorder Comorbidity in Attention Deficit Hyperactivity Disorder on Social Cognition and Empathy. Journal of attention disorders, 28(4), 458–468. https://doi.org/10.1177/10870547231215516 Pajouhinia, S., Eskandari, H., Borjali, A., Delavar, A., & Moatamedy, A. (2019). Formulation and Validation of Social Cognition Training Program and its Effectiveness on Symptoms of Oppositional Defiant in 7 to 9 Years Old Children. The Neuroscience Journal of Shefaye Khatam, 8(1), 11-20 http://shefayekhatam.ir/article-1-2027-en.html (Text in Persian) Preckel, K., Kanske, P., & Singer, T. (2018). On the interaction of social affect and cognition: empathy, compassion and theory of mind. Current Opinion in Behavioral Sciences, 19, 1-6. https://doi.org/10.1016/j.cobeha.2017.07.010 Quinting, J., Jonas, K., Kuhn, C., & Stenneken, P. (2022). Emotion Recognition, Empathy, or ToM? The Influence of Social Cognition on Communication in Traumatic Brain Injury. Zeitschrift für Neuropsychologie. 3 (2), 59-69. https://doi.org/10.1024/1016-264X/a000355 Rasouli Emadi, Z. (2016). The effectiveness of social skills training based on Azenov's social cognition model on empathy and social interaction of preschool children with self-reliance and high performance. Master's thesis, Allameh Tabatabai University (Text in Persian) Rezaei, S. (2020). The Effect of Emotion Reading Training Based on Social Cognition on the Emotional Functions of Children with Autism Disorder. Educational Psychology, 16(56), 57-74 http://childmentalhealth.ir/article-1-198-en.html (Text in Persian) Roberts, D. L., Penn, D. L., Combs, D. R. (2015). Social cognition and interaction training. (H. Zare, S. Alizadeh Translator) (2018) Tehran: Arjmand Book (Text in Persian) Ruggieri, V. L. (2013). Empathy, social cognition and autism spectrum disorders. Revista De Neurologia, 56 Suppl 1, 13-21. PMID: 23446714 Sampaio, L. R., Guimarães, P. R. B., Santos, C. P., Formiga, C. N. S., & Menezes, I. G. (2011). Estudos sobre a dimensionalidade da empatia: Tradução e adaptação do Interpersonal Reactivity Index (IRI). Psico, 42(1), 67-76. https://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/6456 Shaykh al-Islami, R., Noori, S. (2015). The Effectiveness of Theory of Mind Training on Empathy and Bullying in Children. Quarterly Social Psychology Research, 6(24), 107-120. http://ieepj.hormozgan.ac.ir/article-1-561-en.html (Text in Persian) Sullivan, G. M., Artino, J. R. (2013). Analyzing and interpreting data from Likert-type scales. Journal of graduate medical education, 5(4), 541-552. https://doi.org/10.4300/JGME-5-4-18 Trujillo, S., Trujillo, N., Lopez, J. D., Gomez, D., Valencia, S., Rendon, J., ... & Parra, M. A. (2017). Social cognitive training improves emotional processing and reduces aggressive attitudes in ex-combatants. Frontiers in psychology, 8, 510-525. https://doi.org/10.3389/fpsyg.2017.00510 Uttich, K. T. (2012). The Relationship Between Social Cognition and Moral Reasoning. UC Berkeley. ProQuest ID: Uttich_berkeley_0028E_12906. Merritt ID: ark:/13030/m5cc14js. Retrieved from https://escholarship.org/uc/item/1qd6j747 Whitaker, B.G. & Godwin, L.N. (2013). The antecedents of moral imagination in the workplace: A social cognitive theory perspective. Journal of Business Ethics, 114, 61–73. https://doi.org/10.1007/s10551-012-1327-1 Yaghoobi, A., & Abdolahi moghadam, M. (2016). Investigating the relationship between moral reasoning and moral behavior in adolescents mediated by social cognition theory. Journal of School Psychology, 5(2), 167-182 https://jsp.uma.ac.ir/article_446.html (Text in Persian) Zaki, J., & Ochsner, K. (2011). Reintegratingthe study of accuracy into social cognition research. Psychological Inquiry, 22, 159–182. https://doi.org/10.1080/1047840X.2011.551743 Zawidzki, T. W. (2019). A new perspective on the relationship between metacognition and social cognition: metacognitive concepts as socio-cognitive tools. Synthese, 198, 6573-6596. https://doi.org/10.1007/s11229-019-02477-2 Zohar, A., & Barzilai, S. (2013). A review of research on metacognition in science education: Current and future directions. Studies in Science Education, 49(2), 121-169. https://doi.org/10.1080/03057267.2013.847261 | ||
|
آمار تعداد مشاهده مقاله: 265 تعداد دریافت فایل اصل مقاله: 211 |
||
