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"

مراجع

  1. اسلامی، محمد علی؛ درتاج، فریبرز؛ سعدی پور، اسماعیل؛ دلاور، علی.(1395). مدل‌یابی علّی اشتیاق تحصیلی بر مبنای منابع شخصی و منابع اجتماعی در دانشجویان مقطع کارشناسی دانشگاه امیرکبیر تهران. فرهنگ مشاوره و روان درمانی. 7(28)، 133-161.
  2. برنا، محمد رضا؛ پردلان، نوشین؛ خسروانی، افشین؛ خلیجیان، صدف و حسینیان، سیمین. (1394). مطالعه تحلیل مسیر رسالت شغلی پرستاران با مؤلفه های فرسودگی شغلی و خودکارآمدی. مجله بالینی پرستاری و مامایی، 4(3)، 1-12.
  3. پورعباس، علی؛ عابدی، محمدرضا؛ باغبان، ایران. (1392). اثربخشی کارگاه‌های خودکارآمدی حرفه‌ای براشیاق شغلی کارکنان بخش اداری دانشگاه اصفهان.فصلنامه مشاوره شغلی و سازمانی. 5(17)، 37-50.
  4. حسینیان، سیمین. (1390). اخلاق در مشاوره و روانشناسی (مبانی و اصول). تهران: انتشارات کمال تربیت.
  5. خوانساری، زهرا. (1394). بررسی رسالت مسیر شغلی: پیشایندها و پیامدهای آن در دانشجویان دانشگاه اصفهان. پایان‌نامه کارشناسی ارشد دانشگاه اصفهان.
  6. عبدالحسینی، حمیده؛ نیلفروشان، پریسا، عابدی، محمدرضا؛ حسینیان، سیمین. (1395). مقایسه تاثیر روش های مشاوره مسیرشغلی مبتنی بر نظریه شناختی- اجتماعی، سازه-گرایی و انگیزشی بر اشتیاق مسیرشغلی دانشجویان. مجله فرهنگ مشاوره و روان درمانی. 7(26)، 133-154.
  7. کریمی، سرگل. (1388). بررسی اثربخشی مشاوره شغلی براساس رویکرد شناختیاجتماعی بندورا بر افزایش باورهای خودکارآمدی جانبازان باشگاه ورزشی شهیدمهرانی تهران.پایان نامه ی کارشناسی ارشد. رشته مشاوره و راهنمایی، دانشکدهروانشناسی و علوم تربیتی، دانشگاه علامه طباطبایی
  8. میرحیدری، اشرف؛ عابدی، احمد؛ هویدا، رضا؛ سیادت، علی. (1391). فراتحلیل تأثیر فرهنگ سازمانی براستقرار مدیریت دانش در سازمان‌های ایران. مجله رویکردهای نوین آموزشی. 7(2)، 77-96.
  9. نعامی، عبدالزهرا؛ پیریایی، صالحه. (1391). رابطۀ ابعاد انگیزش تحصیلی با اشتیاق تحصیلی دانش‌آموزان سال سوم دبیرستان شهر اهواز. نشریه پژوهش در نظام-های آموزشی. 6(16)، 29-42.
  10. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.
  11. Bellah, R., Madsen, R., Sullivan, W., Swidler, A., & Tipton, S.(1985). Habits of the heart: Individualism and commitment in American life. Harper & Row.
  12. Berg, J. M., Grant, A. M., & Johnson, V. (2010). When callings are calling: Crafting work and leisure in pursuit of unanswered occupational callings. Organization Science, 21(5), 973-994.
  13. Beukes, I., & Botha, E. (2013). Organizational commitment, work engagement and meaning of work of nursing staff in hospitals. SA Journal of Industrial Psychology, 39(2), 1-10.
  14. Bouchey, H. A., Shoulberg, E. K., Jodl, K. M., & Eccles, J. S. (2010). Longitudinal links between older sibling features and younger siblings' academic adjustment during early adolescence. Journal of educational psychology, 102(1), 197.
  15. Brennan, M. B. (2016). Exploring a complex model of student engagement in middle school: Academic self-efficacy beliefs and achievement, Wayne State University Dissertations. 1392.
  16. Breso, E., Schaufeli, W. B., & Salanova, M. (2011). Can a self-efficacy-based intervention decrease burnout, increase engagement, and enhance performance? A quasi-experimental study. Higher Education, 61(4), 339-355.
  17. Brooke, J. W., & Hanratty, T. J. (1993). Origin of turbulence‐producing eddies in a channel flow. Physics of Fluids A: Fluid Dynamics, 5(4), 1011-1022.
  18. Bunderson, J. S., & Thompson, J. A. (2009). The call of the wild: Zookeepers, callings, and the double-edged sword of deeply meaningful work. Administrative Science Quarterly, 54(1), 32-57.
  19. Chae, S. J., Jeong, S. M., & Chung, Y. S. (2017). The mediating effect of calling on the relationship between medical school students’ academic burnout and empathy. Korean journal of medical education, 29(3), 165.
  20. Chen, J., May, D. R., Schwoerer, C. E., & Augelli, B. (2016). Exploring the boundaries of career calling: The moderating roles of procedural justice and psychological safety. Journal of Career Development, https://doi.org/10.1177/0894845316671214.
  21. Creed, P. A., Kjoelaas, S., & Hood, M. (2016). Testing a goal-orientation model of antecedents to career calling. Journal of Career Development, 43(5), 398-412.
  22. Dik, B. J., & Duffy, R. D. (2009). Calling and vocation at work: definitions and prospects for research and practice. The Counseling Psychologist, 37(3), 424-450.
  23. Dobrow, S. (2004). Extreme subjective career success: A new integrated view of having a calling. In Academy of Management Proceedings, 4 (1),1-6.
  24. Dobrow, S. R. (2013). Dynamics of calling: A longitudinal study of musicians. Journal of Organizational Behavior, 34(4), 431-452.
  25. Duffy, R. D., Allan, B. A., & Dik, B. J. (2011). The presence of a calling and academic satisfaction: Examining potential mediators. Journal of Vocational Behavior, 79(1), 74-80.
  26. Elangovan, A. R., Pinder, C. C., & McLean, M. (2010). Callings and organizational behavior. Journal of Vocational Behavior, 76(3), 428-440.
  27. Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
  28. Hall, d. T., & Chandler, d. E. (2005). Psychological success: When the career is a calling. Journal of Organizational Behavior, 26(2), 155-176.
  29. Hirschi, A. (2012). Callings and work engagement: Moderated mediation model of work meaningfulness, occupational identity, and occupational self-efficacy. Journal of counseling psychology, 59(3), 479-485.
  30. Hirschi, A., & Herrmann, A. (2013). Calling and career preparation: Investigating developmental patterns and temporal precedence. Journal of Vocational Behavior, 83(1), 51-60.
  31. Hirschi, A., Freund, P. A., & Herrmann, A. (2014). The career engagement scale: Development and validation of a measure of proactive career behaviors. Journal of Career Assessment, 22(4), 575-594.
  32. Hunter, I., Dik, B. J., & Banning, J. H. (2010). College students’ perceptions of calling in work and life: A qualitative analysis. Journal of Vocational Behavior, 76(2), 178-186.
  33. King, R. B., McInerney, D. M., Ganotice Jr, F. A., & Villarosa, J. B. (2015). Positive affect catalyzes academic engagement: Cross-sectional, longitudinal, and experimental evidence. Learning and Individual Differences, 39, 64-72.
  34. Lent, R. W. (2005). A Social Cognitive View of Career Development and Counseling.
  35. 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.
  36. Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of counseling psychology, 47(1), 36.
  37. Martin, A. J., & Liem, G. A. D. (2010). Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences, 20(3), 265-270.
  38. Ocumpaugh, J., San Pedro, M. O., Lai, H. Y., Baker, R. S., & Borgen, F. (2016). Middle school engagement with mathematics software and later interest and self-efficacy for STEM careers. Journal of Science Education and Technology, 25(6), 877-887.
  39. Praskova, a., creed, p. A., & hood, m. (2015). The development and initial validation of a career calling scale for emerging adults. Journal of career assessment, 23(1), 91-106.
  40. Rothmann, S., & Hamukang'andu, L. (2013). Callings, work role fit, psychological meaningfulness and work engagement among teachers in Zambia. South African Journal of Education, 33(2), 1-16.
  41. Schaufeli, W. B., Salanova, M., Gonzalez-Roma, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness studies, 3(1), 71-92.
  42. Schaufeli, W., & Salanova, M. (2007). Work engagement. Managing social and ethical issues in organizations, (5), 135-177.
  43. Sellers, t. S., Thomas, k., Batts, j., & Ostman, c. (2005). Women called: a qualitative study of christian women dually called to motherhood and career. Journal of psychology & theology, 33(3).
  44. Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection: Conceptualization and assessment of children's behavioral and emotional participation in academic activities in the classroom. Educational and Psychological Measurement, 69(3), 493-525.
  45. Spector, P. E. (1992). A consideration of the validity and meaning of self-report measures of job conditions. International Review of Industrial and Organizational Psychology, 7, 123-151.
  46. Staw, B. M. (1975). Attribution of the “causes” of performance: A general alternative interpretation of cross-sectional research on organizations. Organizational Behavior and Human Performance, 13(3), 414-432.
  47. Tenaw, Y. A. (2013). Relationship between self-efficacy, academic achievement and gender in analytical chemistry at Debre Markos College of teacher education. African Journal of Chemical Education, 3(1), 3-28.
  48. Tyler, K. M., Boelter, C. M., & Boykin, A. W. (2008). Linking Teachers' Perceptions of Educational Value Discontinuity to Low-Income Middle School Students' Academic Engagement & Self-Efficacy. Middle Grades Research Journal, 3(4), 1-20.
  49. Ugwu, F. O., & Onyishi, I. E. (2017). Linking Perceived Organizational Frustration to Work Engagement: The Moderating Roles of Sense of Calling and Psychological Meaningfulness. Journal of Career Assessment, 1069072717692735.
  50. Walker, C. O., Greene, B. A., & Mansell, R. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning and Individual Differences, 16(1), 1-12.
  51. Wrzesniewski, A. (2002). “It’s not just a job” Shifting meanings of work in the wake of 9/11. Journal of management inquiry, 11(3), 230-234.
  52. Wrzesniewski, a., Dekas, k., & Rosso, b. (2009). Calling. In s. J. Lopez, & a. Beauchamp (eds.), the encyclopedia of positive psychology, (pp. 115−118). Malder, ma: Blackwell.
  53. Wrzesniewski, a., mccauley, c., rozin, p., & schwartz, b. (1997). Jobs, careers, and callings: people's relations to their work. Journal of research in personality, 31(1), 21-33.
  54. Xie, B., Xia, M., Xin, X., & Zhou, W. (2016). Linking calling to work engagement and subjective career success: The perspective of career construction theory. Journal of Vocational Behavior, 94, 70-78.
  55. Xu, H., & Tracey, T. J. (2016). Stability and change in interests: A longitudinal examination of grades 7 through college. Journal of Vocational Behavior, 93, 129-138. ‏
  56. Yap, C. R. (2017). The role of calling in military engagement (Doctoral dissertation, Monterey, California: Naval Postgraduate School). http://hdl.handle.net/10945/55560.
  57. Zhang, C., Hirschi, A., Herrmann, A., Wei, J., & Zhang, J. (2017). The future work self and calling: The mediational role of life meaning. Journal of Happiness Studies, 18(4), 977-991.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار