تدوین بسته آموزش هوش موفق معطوف به کاهش رفتارهای پرخطر ویژه ی نوجوانان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه رواشناسی تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی ، اصفهان، ایران.

2 دانشیار، گروه مدیریت آموزش عالی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

3 استادیار،گروه روانشناسی بالینی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

10.22034/pdmd.2024.444922.1054

چکیده

هدف از پژوهش حاضر تدوین بسته آموزش هوش موفق معطوف به رفتارهای پرخطر ویژه‌ی دانش‌آموزان دختر درگیر رفتارهای پرخطر بود. این پژوهش در بخش تحلیل محتوا از نوع تحلیل محتوای کیفی هیش و شانون (2005) و در بخش تدوین بسته روش تدوین بسته یوسفی و گلپرور (2023) بود. محیط این پژوهش کلیه‌ی متون در زمینه‌ی رفتارهای پرخطر و هوش موفق استرنبرگ (2019) بود. روش انتخاب متون به روش هدف‌مند از بین متون مذکور طی ده سال اخیربود ملاک تعداد متون بر اساس رعایت اصل اشباع داده بود. روش گردآوری اطلاعات از مطالعه‌ی خط به خط متون، یافتن پاسخ به سوالات مرتبط به هدف و محتوای بسته‌ی هوش موفق مبتنی بر کاهش رفتار پرخطر بود. نتایج حاصل از تحلیل داده‌های حاصل از بررسی متون به کمک روش تحلیل محتوای مرسوم هیش و شانون (2005) نشان داد که رفتار پرخطر دارای سه بعد است که عبارتند از 1) علل رفتار پرخطر با نه مفهوم اصلی (پریشانی روانی، احساس طردشدگی،تغییرات نوجوانی، فشار همسالان، عوامل فرهنگی، عوامل اجتماعی، عوامل روانشناختی، فقدان آموزش و آگاهی و عوامل خانوادگی)؛ 2)تظاهرات رفتار پرخطر با سه مفهوم اصلی (خشم و خشونت، اعتیاد، رفتارهای جنسی ناسازگار) و سازوکارهای کاهش رفتار پرخطر (مداخله‌های فردی و مداخله‌های سیستمی). این نتایج برای متون هوش موفق نشان داد که هوش موفق حاوی دو بعد است 1)چیستی هوش با پنج مفهوم (هوش موفق در بعد فردی، هوش موفق در بعد اجتماعی، نتایج هوش، انواع هوش، فرآیندهای بالادست هوش) و 2) بعد راهکارهای دستیابی به هوش موفق با چهار مفهوم (هوش تحلیلی، هوش عملی، خردورزی و هوش خلاق). در بخش تدوین بسته هدف پنهان این بسته افزایش بلوغ شناختی در قالب آگاهی افزایی و مهارت افزایی به کمک راهبردهای هوش موفق بود. این کار با استفاده از روش تدوین بسته‌ی یوسفی و گلپرور (2023) انجام شد و مقولات دو تحلیل در هم جایابی و جای‌گذاری شده و تلفیق انجام شد. نتایج این تلفیق به یک بسته‌ی هشت جلسه‌ای آموزشی ختم شد که اهداف آن مبتنی بر کاهش رفتار پرخطر بود و راهبردهای آن از نظریه هوش موفق برگرفته شد در انتها بسته‌ی آموزشی به کمک ضریب توافق ارزیابان و توسط متخصصین ارزیابی اعتبار شد که نتایج حاکی از اعتباریابی محتوایی بود (98/0=CVR).

کلیدواژه‌ها


عنوان مقاله [English]

Development of a Successful Intelligence Training Package Aimed at Reducing High-Risk Behaviors Especially for Teenagers

نویسندگان [English]

  • Zahra Baramake 1
  • Mahboubeh Sadat Fadavi 2
  • Zahra Yousefi 3
1 PhD student, Department of Educational Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran.
2 Associate Professor, Department of Higher Education Management, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran
3 Assistant Professor, Department of Clinical Psychology, Isfahan Branch (Khorasgan), Islamic Azad University, Isfahan, Iran
چکیده [English]

The purpose of the current research was to compile a package of successful intelligence training aimed at high-risk behaviors, especially for female students involved in high-risk behaviors. In the content analysis section, this research was of the qualitative content analysis type of Heish and Shannon (2005) and in the package editing section, the package editing method was Yousefi and Golparour (2023). The environment of this research was Sternberg (2019) all the texts in the field of risky behaviors and successful intelligence. The method of selecting the texts in a targeted way from among the mentioned texts in the last ten years was the criterion of the number of texts based on the principle of data saturation. The method of gathering information was from reading the texts line by line, finding answers to questions related to the purpose and content of the successful intelligence package based on reducing risky behavior. The results of the analysis of the data obtained from the review of the literature with the help of the traditional content analysis method of Heish and Shannon (2005) showed that risky behavior has three dimensions, which are 1) the causes of risky behavior with nine main concepts (psychological distress, feeling of rejection) adolescent changes, peer pressure, cultural factors, social factors, psychological factors, lack of education and awareness and family factors); 2) Manifestations of risky behavior with three main concepts (anger and violence, addiction, incompatible sexual behaviors) and mechanisms for reducing risky behavior (individual interventions and systemic interventions). These results for successful intelligence texts showed that successful intelligence contains two dimensions: 1) what intelligence is with five concepts (successful intelligence in the individual dimension, successful intelligence in the social dimension, results of intelligence, types of intelligence, upstream processes of intelligence) and 2) the dimension of solutions Achieving successful intelligence with four concepts (analytical intelligence, practical intelligence, wisdom and creative intelligence). In the development section of the package, the hidden goal of this package was to increase cognitive maturity in the form of raising awareness and increasing skills with the help of intelligence strategies. This work was done using the compilation method of Yousefi and Golparour (2023) and the categories of the two analyzes were placed together and combined. The results of this integration ended in an eight-session training package whose goals were based on reducing risky behavior and its strategies were taken from the theory of successful intelligence. The results indicated content validity (CVR=0.98).

کلیدواژه‌ها [English]

  • Successful Intelligence
  • Risky Behaviors
  • Teenagers
  • Female Students
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