مقایسه تاثیر روشهای مشاوره مسیر شغلی مبتنی بر نظریه شناختی اجتماعی و رسالت محور بر اشتیاق تحصیلی دانش آموزان

نوع مقاله : علمی - پژوهشی

نویسندگان

1 دانشجوی دکتری رشته مشاوره شغلی دانشگاه اصفهان

2 دانشکده علوم تربیتی و روانشناسی دانشگاه اصفهان. گروه مشاوره

چکیده

 Abstract: Aim The present study was aimed at comparing the effects of career counseling method based on social cognitive theory and calling-oriented career counseling method on academic engagement among high school students. Methods The research method was semi-experimental with pre-test, post-test and follow-up design with four experimental groups and two control groups. The statistical population included all students attending Secondary high schools in Shahriar. The study sample consisted of 120 students (60 boys and 60 girls) who were randomly assigned into 6 groups (2 groups of social cognitive intervention, 2 groups of calling-oriented intervention, and 2 control groups). The study instrument was Academic Engagement Scale. Results: The results of the repeated measures ANOVA indicated that career counseling method based on social cognitive theory and calling-oriented career counseling method had a significant effect on academic engagement. Moreover, Scheffe paired comparisons test in the pretest, posttest, and follow-up stages showed that the means sig increased after the test and remained stable until the follow-up. However, there was no significant difference between the social cognitive group and the calling group. Conclusion Both career counseling methods, based on social cognitive theory had an effect on academic engagement. By identifying individuals with low engagement in career counseling method based on social cognitive theory and calling-oriented career counseling meetings, it is possible to help improving the quality of education and achieve higher educational goals, and help them to make better use of their abilities and potential talents in order to get better performance.Keywords:  academic engagement, calling, social cognitive theory. چکیده: هدف از پژوهش حاضَر مقایسه تاثیر روش­های مشاوره مسیر شغلی مبتنی بر نظریه شناختی اجتماعی و رسالت­محور بر اشتیاق تحصیلی دانش­آموزان بود. روش پژوهش نیمه­تجربی با طرح پیش­آزمون، پس­آزمون و پیگیری با دو گروه آزمایش و یک گروه گواه بود. جامعه پژوهش شامل کلیه دانش­آموزان متوسطه دوم شهرستان شهریار بود. نمونه پژوهش 120 دانش­آموز (60 دانش­آموز دختر و 60 دانش­آموز پسر)انتخاب شدند و به­صورت تصادفی به شش گروه (دوگروه مداخله شناختی اجتماعی و دو گروه مداخله رسالت­محور و دو گروه گواه) تقسیم شدند. ابزار پژوهش، مقیاس اشتیاق تحصیلی شوفلی، سالانوا، گونزالس و باکر (2002) بود. یافته­های نتایج حاصل از تحلیل واریانس مکرر نشان دادند که تاثیر روش­های مشاوره مبتنی بر نظریه شناختی اجتماعی و رسالت­محور بر اشتیاق تحصیلی معنی­دار بود و هم­چنین آزمون مقایسه­های زوجی شفه در سه مرحله پیش­آزمون، پس­آزمون و پی­گیری نشان داد که میانگین­ها در پس­آزمون افزایش یافته و تا پیگیری ثبات داشته است. ولی بین گروه شناختی اجتماعی با گروه رسالت تفاوت معنی­داری وجود نداشت. نتیجه گیری هر دو روش مشاوره مسیر شغلی مبتنی بر نظریه شناختی اجتماعی و رسالت­محور بر اشتیاق تحصیلی تاثیر گذارند. می­توان با شناسایی افراد دارای اشتیاق پایین و شرکت دادن آن­ها در جلسات مشاوره شناختی اجتماعی به بهبود کیفیت آموزش و رسیدن به اهداف عالی­تر سیستم آموزشی کمک نمود و زمینه استفاده هر چه بهتر افراد از توانمندی­ها و استعداد­های بالقوه و بهبود عملکرد را فراهم نمود. کلید واژه­ها: اشتیاق تحصیلی، رسالت، نظریه شناختی اجتماعی. 

عنوان مقاله [English]

Comparing the effect of career counseling method based on social cognitive theory and calling-oriented career counseling method on academic engagement among high school students

نویسندگان [English]

  • abbbas marzban 1
  • Mohammad Raza abedi 2
  • Parisa Nilforooshan 2
1 Ph.D. student, University of Isfahan
2 Department of Counseling, Faculty of education and psychology, University of Isfahan
چکیده [English]

Abstract
Aim:The present study was aimed at comparing the effects of career counseling method based on social cognitive theory and calling-oriented career counseling method on academic engagement among high school students.
Methods: The research method was semi-experimental with pre-test, post-test and follow-up design with four experimental groups and two control groups. The statistical population included all students attending high schools in Shahriar, Iran. The study sample consisted of ۱۲۰ students (۶۰ boys and ۶۰ girls) who were randomly assigned into ۶ groups (۲ groups of social cognitive intervention, ۲ groups of calling-oriented intervention, and ۲ control groups). The study instrument was Academic Engagement Scale.
Results: The results of the repeated measures ANOVA indicated that career counseling method based on social cognitive theory and calling-oriented career counseling method had a significant effect on academic engagement. Moreover, Scheffe paired comparisons test in the pretest, posttest, and follow-up stages showed that the means significantly increased after the test (p

کلیدواژه‌ها [English]

  • "academic engagement"-"calling"- "self-efficacy"-"social cognitive theory"
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