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اثربخشی برنامه بخشایشگری بر رفتارهای دلجویی، پیوند با مدرسه و بهزیستی تحصیلی دختران قربانی قلدری | ||
| مطالعات روانشناسی بالینی | ||
| دوره 15، شماره 55، تیر 1403، صفحه 83-102 اصل مقاله (2.01 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22054/jcps.2025.82340.3148 | ||
| نویسندگان | ||
| شهروز نعمتی* 1؛ رقیه جامعی2؛ محمد جعفری3 | ||
| 1استاد گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران. | ||
| 2کارشناس ارشد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران. | ||
| 3کارشناس ارشد روانشناسی بالینی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران. | ||
| چکیده | ||
| هدف: پژوهش حاضر با هدف تعیین اثربخشی برنامهی بخشایشگری بر رفتارهای دلجویی، پیوند با مدرسه و بهزیستی تحصیلی دختران قربانی قلدری انجام گرفت. روششناسی پژوهش: پژوهش حاضر از نوع نیمه آزمایشی با پیشآزمون و پسآزمون و دارای گروه کنترل با پیگیری سه ماهه بود. جامعه آماری این پژوهش را کلیه دانشآموزان دختر شهر تبریز که در پایههای هشتم، نهم و دهم و در سال 1402 مشغول به تحصیل بودند، تشکیل میداد. 60 نفر از بین این دانشآموزان با روش نمونهگیری هدفمند وارد این پژوهش شدند. نمونهها بهطور تصادفی در دو گروه آزمایش برنامه بخشایشگری (30 نفر) و گروه گواه (30 نفر) گمارده شدند. گروه آزمایش در معرض 15 جلسه برنامه بخشایشگری قرار گرفت. ابزارهای پژوهش مقیاس رفتارهای دلجویی رنجاناتان و تودروف (2010)، پیوند با مدرسه براون و ایوانز (2002)، مقیاس بهزیستی تحصیلی پیترینن، سوینی و پیالتو (2014) و مقیاس قربانی قلدری کالیفرنیای فلیکس و همکاران (2011) بود. دادههای پژوهش با استفاده از روش تحلیل واریانس چند متغیره آمیخته تحلیل شدند. یافتهها: نتایج نشان داد برنامه بخشایشگری بر رفتارهای دلجویی، پیوند با مدرسه و بهزیستی تحصیلی اثرگذار است (05/0>p) و این اثر در مرحله پیگیری نیز حفظ گردید. بحث و نتیجهگیری: بر اساس نتایج بهدستآمده، با توجه به سودمندی برنامه بخشایشگری، میتوان از این برنامه به جهت ارتقای رفتارهای دلجویی، پیوند با مدرسه و بهزیستی تحصیلی دانش آموزان دختر قربانی قلدری استفاده نمود. | ||
| کلیدواژهها | ||
| برنامه بخشایشگری؛ بهزیستی تحصیلی؛ پیوند با مدرسه؛ رفتارهای دلجویی؛ قربانی قلدری | ||
| مراجع | ||
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