تأثیر خواندن داستان های کلرژوبرت بررشد مهارت های اجتماعی دانش آموزان دوره ابتدایی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف از پژوهش حاضر، بررسی تاثیر داستان های کلر ژوبرت و مشارکت در حلقه کندوکاو بر رشد مهارت های اجتماعی دانش آموزان دوره ابتدایی شهرستان کرمانشاه است. روش پژوهش نیمه آزمایشی با طرح پیش آزمون - پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش عبارت بود از کلیه دانش آموزان ناحیه یک دوره ابتدایی شهرستان کرمانشاه که در سال تحصیلی 1401-1400 مشغول به تحصیل بودند نمونه نیز دو گروه 15 نفری از دو کلاس مربوط به دو مدرسه مختلف بود که در دو گروه آزمایش و کنترل جای گماری شدند. ابزار پژوهش پرسشنامه مهارت های اجتماعی ماتسون بود. از دو گروه آزمایش و گواه پیش آزمون به عمل آمد، سپس گروه آزمایش به مدت دو ماه و در طی 8 جلسه تحت قصه گویی قرار گرفتند در خاتمه از هر دو گروه پس آزمون گرفته شد. نتایج حاصل به وسیله آزمون تحلیل کوواریانس مورد بررسی قرار گرفت نتایج نشان داد که داستان های کلرژوبرت بر افزایش مهارت های اجتماعی دانش آموزان تاثیر دارد و تفاوت معنا داری بین گروه آزمایش وکنترل درمهارت های مربوط به دوری از پرخاشگری، مهارت های مربوط به دوری از برتری طلبی و مهارت های مربوط به ایجاد ارتباط مناسب با همسالان وجود دارد.The Impact of Reading Claire Jobert's Stories on the Development of Social Skills in Elementary School Students
The aim of this research is to investigate the effectiveness of Claire Jobert's stories and participation in the research circle on the development of social skills in elementary school students in Kermanshah Iran. The research method employed a semi-experimental design with a pretest-posttest control group. The population of this study consisted of all students in the district one of elementary school in Kermanshah County who were studying in the academic year 1400-1401. The sample included two groups of 15 students each from two different classes in two schools, randomly assigned to the experimental and control groups. The research instruments included the Matson Social Skills Questionnaire .Both pretest and posttest were administered to both the experimental and control groups. Subsequently, the experimental group underwent storytelling sessions for two months across 8 sessions. At the end of the intervention, posttests were administered to both groups. The results, analyzed using analysis of covariance (ANCOVA), indicated that Claire Jobert's stories have a significant impact on improving the social skills of students. There is a significant difference between the experimental and control groups in skills related to avoiding aggression, skills related to avoiding superiority, and skills related to establishing appropriate relationships with peers. Keywords: Story, Claire Joubert, Social Skills, Aggression, Superiority, Relationships. Introduction Humans are inherently social beings, and interpersonal relationships constitute one of the fundamental aspects of every individual's life, representing a crucial human need. Establishing healthy and secure connections with others is contingent upon acquiring social skills, enabling desirable interaction and mutual understanding. This, in turn, leads to positive psychological and social outcomes, including social acceptance, social support, problem-solving, overcoming challenges, increased self-confidence, and happiness.The existence of social problems in children is a noteworthy and debatable issue in today's world. The lack of social skills can result in undesirable and lasting consequences for individuals and society, such as social isolation, academic and occupational decline, reduced quality of life, reactive and violent behaviors, as well as behavioral and emotional disorders. Teaching these skills, especially from early childhood, when the foundations of an individual's character are forming, is of paramount importance.The significance of educating interpersonal and social communication skills is underscored by its inclusion as one of the six pillars in the fundamental transformation document of education and upbringing. One effective method for imparting social skills to children is through storytelling. The aim of this research is to assess the impact of Claire Jobert's stories on the development of social skills in students. Hypotheses of this research are as follows: Hypothesis 1: Reading Claire Jobert's stories leads to an improvement in the component of avoiding aggression in students. Hypothesis 2: Reading Claire Jobert's stories leads to an improvement in the component of avoiding superiority in students. Hypothesis 3: Reading Claire Jobert's stories leads to an improvement in the skill related to establishing appropriate relationships with peers in students. Research Method: The research method employed a semi-experimental design with a pretest-posttest control group. The population included all students in the first district of elementary school in Kermanshah County in the academic year 1400-1401. The sample consisted of two groups of 15 students each from two different classes in two schools, randomly assigned to the experimental and control groups. The research instruments included the Matson Social Skills Questionnaire and the stories written by Claire Jobert. Pretests were conducted for both experimental and control groups, followed by the experimental group un
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