طراحی و تدوین برنامه آموزش حل‌مسئله بین فردی با رویکرد خلاقانه و بررسی اثربخشی آن بر بهبود مهارت‌های اجتماعی دانش‌آموزان سرآمد

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار روان شناسی دانشگاه تهران

2 استاد روان شناسی دانشگاه تهران

3 دانشیار روان شناسی دانشگاه تهران

چکیده

چکیده
مقدمه: تقویت مهارت حل‌مسئله بین فردی در دانش‌آموزان سرآمد می‌تواند به آن‌ها در مواجهه با مشکلات بین فردی و اجتماعی یاری دهد. با توجه به اهمیت مهارت حل‌مسئله برای دانش‌آموزان، به طراحی برنامه آموزش حل‌مسئله بین فردی با رویکرد خلاقانه و ارزیابی اثربخشی آن بر بهبود مهارت‌های اجتماعی در دختران سرآمد پرداخته شد.
روش: این پژوهش به شیوه آزمایشی و با طرح پیش‌آزمون-پس‌آزمون و گروه کنترل اجرا شد. با استفاده از آزمون ماتریس‌های پیش‌رونده هوش ریون (1938) و آزمون هوش استنفورد-بینه تهران (افروز و هومن، 1375) ازمیان دانش‌آموزانی که دارای هوش‌بهر بالاتر از 120 تشخیص داده شده بودند، 42 نفر به صورت در دسترس انتخاب و به طور تصادفی به گروه آزمایش و گواه گمارده شدند. شرکت‌کنندگان گروه آزمایش طی 15 جلسه (هر جلسه 60-45 دقیقه) در برنامه آموزش حل‌مسئله خلاق بین فردی شرکت کردند و گروه گواه هیچ‌گونه آموزشی دریافت نکردند. به منظور ارزیابی مهارت‌های اجتماعی این دانش‌آموزان، مقیاس درجه‌بندی مهارت‌های اجتماعی گرشام و الیوت (1990) مورد استفاده قرار گرفت.
یافته‌ها: داده‌های به‌دست‌آمده با استفاده از روش تحلیل واریانس اندازه‌گیری مکرر نشان داد که در تمامی خرده‌مقیاس‌های مهارت‌های اجتماعی و حل‌مسئله، بین میانگین نمرات گروه آزمایش و گواه تفاوت معناداری وجود دارد (p

کلیدواژه‌ها


عنوان مقاله [English]

Developing a Creative Interpersonal Problem Solving Training Program and Evaluating its Effectiveness on Social Skills of Gifted Elementary Students

نویسندگان [English]

  • Leila Kashani-Vahid 1
  • Gholam Ali Afroz 2
  • Mohsen Shokohi Yekta 3
  • Kamal Khrazi 2
  • Bagher Ghobari Bonab 2
چکیده [English]

Improving interpersonal problem solving skills in gifted students would facilitate their confrontation with everyday conflict situations. Due to the necessity of these skills in the lives of the gifted students, a creative interpersonal problem solving training program was developed, and its effectiveness on social skills of the elementary gifted students was evaluated. The design of the study was semi-experimental with pretest-posttest and control group. Among 5 different 4th grade classes in an all-girl school in north Tehran, two were randomly selected and assigned as experimental and control groups. The students in these two classes were screened by the Raven Progressive Matrix of Intelligence (1938) and the Tehran Stanford-Binet test of intelligence (Afrooz & Hooman, 1996). The experiment group participated in the interpersonal creative problem solving program, and the control group did not receive any treatment. Teacher form of Social Skills Rating Scale (Gresham and Elliott, 1990) was used to measure their social skills. The obtained data were analyzed using repeated measures analysis of the variance showed significant differences (p

کلیدواژه‌ها [English]

  • Problem Solving
  • social skills
  • Creative Problem Solving
  • Gifted Students

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