fa اثربخشی آموزش نظریه انتخاب بر پایستگی تحصیلی و نشاط ذهنی دانش‌آموزان تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:blue">زمینه و هدف:</span></span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">دانش &shy;آموزان مهم&shy;ترین رکن نظام آموزش و پرورش کشور هستند. بررسی آموزش&shy;های روان&shy;شناختی با هدف ارتقای سطح سلامت روان دانش&shy;آموزان در تمامی جوامع توسعه&shy;یافته و در حال توسعه </span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">موضوعی بسیار مهم</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""> در نظر گرفته می&shy;شود. بدین ترتیب این پژوهش با هدف اثربخشی آموزش نظریه انتخاب بر پایستگی تحصیلی و نشاط ذهنی دانش&shy;آموزان انجام شد. </span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:blue">روش&shy;:</span></span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">این پژوهش از نظر هدف، کاربردی و از لحاظ شیوه اجرا از نوع شبه&shy;تجربی با طرح پیش&shy;آزمون-پس&shy;آزمون با گروه گواه بود. جامعه آماری شامل دانش&shy;آموزان پسر دوره دوم ابتدایی شهر تهران</span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""> بود</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""> که از مرداد تا آبان 1403 برای مشاوره به دو مرکز خدمات روان&shy;شناختی شهر تهران مراجعه کرده بودند. حجم نمونه تعداد 34 نفر دانش&shy;آموز از جامعه آماری مذکور بود که به شیوه نمونه&shy;گیری دردسترس </span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">و با رعایت ملاک&shy;های ورود و خروج و داوطلبانه</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""> انتخاب شدند و به روش تصادفی ساده در دو گروه آزمایش (15 نفر) و گواه (17 نفر) جایدهی شدند. گروه آزمایش تحت آموزش برنامه نظریه انتخاب گلسر (1999) به مدت 10 جلسه قرار گرفتند در حالی که گروه گواه این آموزش را دریافت نکردند. ابزار گردآوری داده&shy;ها </span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">پرسشنامه پایستگی تحصیلی (مارتین و مارش، 2008) و پرسشنامه نشاط ذهنی (رایان و فردریـک، 1997) بود. تجزیه و تحلیل داده&shy;ها </span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">با استفاده از آزمون تحلیل کوواریانس تک&shy;متغیری و </span></span><span lang="FA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">با نرم&shy;افزار 25</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">SPSS-</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">&nbsp; انجام شد. </span></span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="direction:rtl"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar=""><span style="color:blue">یافته&shy; ها:</span></span></span></b> <span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">بین دو گروه آزمایش و گواه از لحاظ پایستگی تحصیلی (518/14=</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">F</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">) و نشاط ذهنی (990/5 =</span></span><span dir="LTR" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">F</span></span><span lang="AR-SA" style="font-size:10.0pt"><span b="" style="font-family:" zar="">) در سطح 05/0 تفاوت معنادار آماری وجود دارد. </span></span></span></span></span></span></span><br> <b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:107%"><span b="" style="font-family:" zar=""><span style="color:blue">نتیجه&shy; گیری:</span></span></span></span></b> <span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span style="line-height:107%"><span b="" style="font-family:" zar="">با توجه به این نتیجه از پژوهش حاضر می&shy;توان گفت نظریه انتخاب به دانش&shy;آموزان کمک می&shy;کند با اتخاذ انتخاب&shy;های سازنده&shy;تر به میزان بیشتری از پایستگی تحصیلی و نشاط ذهنی دست یابند.</span></span></span></div> <div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Background and Purpose:</span></span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""> Students are the most crucial part of the educational system of any country. Investigating psychological training aimed at enhancing students&rsquo; mental health is considered an essential issue in both developed and developing societies. So, this study aimed to examine the effectiveness of Choice Theory training on academic buoyancy and mental vitality in students.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Method:</span></span></span></b><b> </b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">This study was applied in terms of purpose and quasi-experimental in nature, employing a pretest-posttest design with a control group. The statistical population included male students in the upper elementary grades (second stage of primary school) in Tehran who visited two psychological service centers in the city between July and October 2024. A total of thirty-four students were selected through convenience sampling based on inclusion and exclusion criteria and voluntary participation. They were randomly assigned to an experimental group (15 students) and a control group (17 students). The experimental group received training in Glasser&rsquo;s Choice Theory (1999) for ten sessions, while the control group did not receive any such training. Data collection instruments included the Academic Buoyancy Scale (ABS; Martin & Marsh, 2008</span></span><b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">(</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">and the Subjective Vitality Scale (Ryan & Frederick, 1997). Data were analyzed using univariate analysis of covariance (ANCOVA) with SPSS version 25.</span></span></span></span></span></span><br> <span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span calibri="" style="font-family:"><b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Results:</span></span></span></b><b> </b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">There was a statistically significant difference between the experimental and control groups in terms of&nbsp;academic buoyancy&nbsp;(F = 14</span></span><b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">.</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">518, p&nbsp;< 0</span></span><b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">.</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">05) and&nbsp;subjective vitality&nbsp;(F = 5</span></span><b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">.</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">990, p&nbsp;< 0</span></span><b><span dir="RTL" lang="AR-SA" style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">.</span></span></b><span style="font-size:10.0pt"><span new="" roman="" style="font-family:" times="">05).</span></span></span></span></span></span><br> <b><span style="font-size:10.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times=""><span style="color:blue">Conclusion:</span></span></span></span> </b><span style="font-size:10.0pt"><span style="line-height:107%"><span new="" roman="" style="font-family:" times="">Based on these results, it can be concluded that Choice Theory helps students make more constructive decisions, thereby enhancing their academic buoyancy and mental vitality.</span></span></span></div> نظریه انتخاب, پایستگی تحصیلی, نشاط ذهنی, دانش‌آموزان Choice theory, academic buoyancy, subjective vitality, students 54 67 http://childmentalhealth.ir/browse.php?a_code=A-10-27-1&slc_lang=fa&sid=1 Taiebeh Yeganeh طیبه یگانه Taiebeh_yeganeh@yahoo.com 100319475328460019182 100319475328460019182 Yes Department of Counseling and Family Education, Research Institute for Education, Organization of Research and Educational planning, Tehran, Iran گروه مشاوره و آموزش خانواده، پژوهشگاه مطالعات آموزش و پرورش، سازمان پژوهش و برنامه ریزی آموزشی، تهران، ایران