Effectiveness of Favorable Academic Social Behaviors Training on the Academic Engagement and Buoyancy of Secondary High School Male Students

Document Type : Research Paper

Authors

1 Ph.D. Student in Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

2 Assistant Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

Abstract

The present study was conducted with the purpose of investigating the effectiveness of favorable academic social behaviors training on the academic engagement and buoyancy of secondary high school male students. the present study was quasi-experimental with pretest, posttest and control group design. The statistical population of the present study included 12045 secondary high school male students in academic year 2019-20. 50 students were selected through convenient sampling method and they were randomly accommodated into experimental and control groups (25 students in the experimental group and 25 students in the control groups). The experimental group received the ten ninety-minute interventions of favorable academic social behaviors training (researcher-made) during two-and-a-half months. The applied questionnaires in this study included academic engagement questionnaire (Fredericks, Blumenfeld and Paris, 2004) and academic buoyancy (Martin and March, 2008). The data were analyzed through ANCOVA method. results revealed that favorable academic social behaviors training has significant effect on the academic engagement and buoyancy of secondary high school male students (p<0.001) in a way that this intervention succeeded in the improvement of the students’ academic engagement and buoyancy. findings of the present study implied that favorable academic social behaviors training can be used as an efficient training to improve the students’ academic engagement and buoyancy through employing concepts such as positive interaction, accountability, following teacher’s guidance, interpersonal skills, problem-solving communication, academic self-efficacy and attempt to develop.

Keywords

References

جناآبادی، حسین (1395). تأثیر آموزش مهارت‌های اجتماعی بر افزایش اعتماد به ‌نفس کودکان دارای اختلال یادگیری کلامی و کودکان اختلال یادگیری غیر کلامی. ناتوانی‌های یادگیری، 6(2)، 21-7.
رادمنش، عصمت، و سعدی‌پور، اسماعیل (1396). اثربخشی آموزش مهارت‌های اجتماعی در انگیزش و پیشرفت تحصیلی دانش‌آموزان دختر مقطع متوسطة شهر تهران، روان‌شناسی مدرسه، 6(2)، 44-63.
شریعت باقری، محمدمهدی، و نیک‌پور، فاطمه (1397). تأثیر آموزش مهارت‌های اجتماعی- ارتباطی بر مسئولیت‌پذیری و سازگاری دانش‌آموزان. روش‌ها و مدل‌های روان‌شناختی، 9(32)، 203-220.
صدری دمیرچی، اسماعیل، و قاضی ولوئی، فریبا (1395). اثربخشی آموزش مهارت‌های اجتماعی- هیجانی بر تنظیم شناختی هیجان و مهارت‌های اجتماعی کودکان دارای اختلال یادگیری خاص. ناتوانی‌های یادگیری، 5(4)، 86-59.
عباسی، مسلم، درگاهی، شهریار، پیرانی، ذبیح‌، و بنیادی، فرزانه (1394). نقش تعلل‌ورزی و خودتنظیمی انگیزشی در پیش‌بینی اشتیاق تحصیلی دانشجویان، آموزش در علوم پزشکی، 15(23)، 170-160.
عبدالعلیان، مریم، و فرهنگی، عبدالحسین (1395). اثربخشی آموزش مهارت‌های اجتماعی بر خودپنداره و حساسیت اضطرابی دانش‌آموزان مبتلا به ناتوانی‌های یادگیری. ناتوانی‌های یادگیری، 5(4)، 58-43.
علامه، عاطفه (1395). تأثیر آموزش مهارت‌های اجتماعی بر پرخاشگری، خودکارآمدی در تعامل با همسالان و شایستگی اجتماعی دانش‌آموزان پسر دورة ابتدایی دارای رفتارهای پرخاشگرانه شهر اهواز. رسالة دکتری، دانشگاه شهید چمران اهواز.
علامه، عاطفه، شهنی ییلاق، منیجه، حاجی یخچالی، علیرضا، و مهرابی‌زاده هنرمند، مهناز (1397). تأثیر آموزش مهارت‌های مطلوب اجتماعی مبتنی بر گروه‌بندی مهارت بر شایستگی اجتماعی دانش‌آموزان پسر پرخاشگر. راهبردهای شناختی در یادگیری، 6(11)، 65-45.
کریمی قرطمانی، ملیحه ( 1391). بررسی رابطة بین پایستگی تحصیلی با ادراک خود و فراشناخت در دانش‌آموزان دختر و پسر مقاطع متوسطه شهر اصدهان. پایان‌نامة کارشناسی ارشد، دانشگاه علامه طباطبایی.
گنجی، بی‌نشیر، توکلی، سمیرا، بنی‌اسدی شهربابک، فائزه، و اسدی، سکینه (1395). بررسی رابطة بین اعتیاد به اینترنت و اشتیاق تحصیلی دانشجویان. راهبردهای آموزش در علوم پزشکی، 9(2)، 155-150.
محمدی گرکانی، آذر، درتاج، فریبرز، و کیامنش، علیرضا (1398). اثربخشی آموزش مهارت‌های اجتماعی- عاطفی بر روی مؤلفه‌های عملکرد تحصیلی دانش‌آموزان دختر. آموزش و ارزشیابی، 12(45)، 150-133.
Backmann, J., Weiss, M., Schippers, M. C., & Hoegl, M. (2019). Personality factors, student resiliency, and the moderating role of achievement values in study progress. Learning and Individual Differences, 72, 39-48.
Chang, E., Lee, A., Byeon, E., Seong, H., & Lee, S. M. (2016). The mediating effect of motivational types in the relationship between perfectionism and academic burnout. Personality and Individual Differences, 89, 202-210.
Closson, L. M., & Boutilier, R. R. (2017). Perfectionism, academic engagement, and procrastination among undergraduates: The moderating role of honors student status. Learning and Individual Differences, 57, 157-162.
Cor, M. K., & Brocks, D. R. (2018). Examining the relationship between prerequisite grades and types of academic performance in pharmacy school. Currents in Pharmacy Teaching and Learning, 10(6), 695-700.
Dinnebeil, L. A., Sawyer, B. E., Logan, .J, Dynia, J. M., Cancio, E., & Justice, L. M. (2013). Influences on the congruence between parents’ and teachers’ ratings of young children's social skills and problem behaviors. Early Childhood Research Quarterly, 28(1), 144-152.
Fernie , B. A., Kopar , U. Y., Fisher, P. L., & Spada, M. M. (2018). Further development and testing of the metacognitive model of procrastination: Self-reported academic performance.  Affective Disorders, 240, 1-5.
Fredericks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–109.
Gatzka, T. (2021). Aspects of openness as predictors of academic achievement. Personality and Individual Differences, 170, 110-115.
Hofmann, V., & Müller, C. M. (2018). Avoiding antisocial behavior among adolescents: The positive influence of classmates’ prosocial behavior. Adolescence, 68, 136–145
Howell, J. A., Roberts, L. D., & Mancini, V. O. (2018). Learning analytics messages: Impact of grade, sender, comparative information and message style on student affect and academic buoyancy. Computers in Human Behavior, 89, 8-15.
Ishak, N. M., Abidin, M. H. Z., & Bakar, A. Y. A. (2014). Dimensions of social skills and their relationship with empathy among gifted and talented students in Malaysia. Procedia - Social and Behavioral Sciences, 116, 750-753.
Ketonen, E. E., Haarala-Muhonen, A., Hirsto, L., Hänninen, J. J., Wähälä, K., & Lonka, K. (2016). Am I in the right place? Academic engagement and study success during the first years at university. Learning and Individual Differences, 51, 141-148.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic buoyancy. Journal of School Psychology, 46(1), 53-83.
Martin, A. J., & Marsh, H. W. (2009). Academic buoyancy and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370.
Meece, J. L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. School Psychology, 44, 351–373.
Moeller, R. W., & Seehuus, M. (2019). Loneliness as a mediator for college students' social skills and experiences of depression and anxiety.  Adolescence, 37, 1-13.
Morrison, M. G., & Allen, R. M. (2007). Promoting student buoyancy in school contexts. Theory into Practice, 46(2), 162–169.
Over, H. (2018). The influence of group membership on young children’s prosocial behavior. Current Opinion in Psychology, 20, 17–20.
Putwain, D. W., Gallard, D., & Beaumont, J. (2020). Academic buoyancy protects achievement against minor academic adversities. Learning and Individual Differences, 83, 101-105.
Schellenberg, B. J. I., & Bailis, D. S. (2015). Predicting longitudinal trajectories of academic passion in first-year university students. Learning and Individual Differences, 40, 149-155.
Schlenker, B. R., Schlenker, P. A., & Schlenker, K. A. (2013). Antecedents of academic engagement and the implications for college grades. Learning and Individual Differences, 27, 75-81.
Shayan, N., & Ahmadi Gatab, T. (2012). The Effectiveness of Social Skills Training on Students’ Levels of Happiness. Procedia - Social and Behavioral Sciences, 46, 2693-2696.
Shin, Y., & Kim, K. (2018). Data-centered persuasion: Nudging user's prosocial behavior and designing social innovation. Computers in Human Behavior, 80, 168-178.
Siddiq,, F., Gochyyev, P., & Valls, O. (2020). The role of engagement and academic behavioral skills on young students’ academic performance—A validation across four countries. Studies in Educational Evaluation, 66, 100-106.
Stan, C., & Beldean, I. G. (2014). The Development of Social and Emotional Skills of Students-ways to Reduce the Frequency of Bullying-type Events, Experimental Results. Procedia - Social and Behavioral Sciences, 114, 735-743.
Tlapek, S. M., Auslander, W., Edmond, T., Gerke, D., Schrag, R. V., & Threlfall, J. (2017). The moderating role of resiliency on the negative effects of childhood abuse for adolescent girls involved in child welfare. Children and Youth Services Review, 73, 437-444.
Waxman, H., Gray, J., & Padron, Y. (2003). Review of research on educational buoyancy (Research Report No. 11). Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence.
Wills, G., & Hofmeyr, H. (2019). Academic buoyancy in challenging contexts: Evidence from township and rural primary schools in South Africa.  Educational Research, 98, 192-205.
Zhang, Y., Qin, X., & Ren, P. (2019). Adolescents' academic engagement mediates the association between Internet addiction and academic achievement: The moderating effect of classroom achievement norm. Computers in Human Behavior, 89, 299-307.
Zhu, D., Kinson, L. H., & Wang, Q. (2018). Academic performance and financial forecasting performance: A survey study. Behavioral and Experimental Finance, 20, 45-51.

Files

Share

How to cite

Statistics