آموزش مهارت‌های اجتماعی و تاثیر آن بر سبک مدیریت کلاسی نومعلمان

نویسندگان

    علی فرهادیان * گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران farhadianabrak@gmail.com
    ابراهیم اصابت طبری گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
https://doi.org/10.61838/jsied.3.3.6

کلمات کلیدی:

سبک مدیریت کلاسی, مهارت‌های اجتماعی, دانشجومعلم, انگیزش تحصیلی, پیشرفت تحصیلی

چکیده

هدف از پژوهش حاضر بررسی اثر آموزش مهارت­های اجتماعی به دانشجو-معلمان بر مدیریت کلاسی آنان پس از اشتغال به تدریس بود. بدین منظور، تعداد 32 دانشجوی دانشگاه فرهنگیان سال پایانی تحصیل خود را می‌گذراندند به صورت تصافی انتخاب و در دو گروه آزمایش و گواه گمارش شدند. پژوهش با اجرای پیش آزمون سبک مدیریت کلاسی یزدی و عالی (1387) بر روی هر دو گروه آغاز گردید و گروه آزمایش به مدت هشت هفته در معرض آموزش مهارت‌های اجتماعی قرار گرفتند. پس از دوره آموزشی، پس آزمون سبک مدیریت کلاسی بر روی دو گروه اجرا شد. با توجه به تحلیل کواریانس مقدارF=19. 08 در تعامل گروه و پیش­آزمون در سطح P=0. 001 معنادار بدست آمد. میانگین بدست­آمده برای گروه آزمایش M=72. 37 و برای گروه گواه M=63. 47 محاسبه شد که نشان دهنده بالاتر بودن مهارت­های مدیریت کلاس دانشجویان گروه آزمایش است از این رو می­توان نتیجه گرفت که آموزش مهارت­های اجتماعی سبک مدیریت کلاسی دانشجومعلمان را تغییر داده است.

دانلودها

دسترسی به دانلود اطلاعات مقدور نیست.

مراجع

Abbasi, R., Hashemi Farsi, A., & Abbasi, M. (2016). Examining Classroom Teachers with an Emphasis on Their Classroom

Management Techniques. Journal of Research Approaches in Social Sciences(6), 84-92.

https://en.civilica.com/doc/533947/

Alizadehfard, S. (2018). The Effectiveness of social skills training program on theory of communication on the ADOS and

real-world reciprocal social communication achievement. Procedia - Social and Behavioral Sciences, 29, 819-828.

https://jld.uma.ac.ir/article_684.html?lang=en

Alkın-Şahin, S., Güçlü, N. T., & Uyar, M. Y. (2022). The Predictive Relationships Between Pre-School Teachers’ Classroom

Management Skills and Their Thinking-Supportive Behaviours. International Online Journal of Primary Education, 11(2),

-425. https://doi.org/10.55020/iojpe.1158422

Anggraini, F., Mirizon, S., & Inderawati, R. (2020). Professional Development of Novice English Teacher in Junior High

School. Jurnal Pendidikan Progresif, 10(2), 233-249. https://doi.org/10.23960/jpp.v10.i2.202009

Ası, D., & Karabay, Ş. (2022). Influence of Course Content on Preschool Teacher Candidates’ Classroom Management

Strategies, Professional Beliefs and Emotion Regulation Skills. Sn Social Sciences, 2(12). https://doi.org/10.1007/s43545-

-00575-6

Badri, R., & Golparvar, F. (2016). Canonical Analysis of the Relationship Between Teachers' Beliefs About Student Bullying

and Classroom Behavior Management Strategies. 24, 127-150. https://jeps.usb.ac.ir/article_2781.html?lang=en

Baki, G. Ö., & Kılıçoğlu, E. (2023). Social and Socio-Mathematical Norms Constructed by Teachers in Classes Through the

Development of Noticing Skills. International electronic journal of mathematics education, 18(1), em0723.

https://doi.org/10.29333/iejme/12649

Bardhoshi, G., Swanston, J., & Kivlighan, D. M. (2019). Social–Behavioral Stories in the Kindergarten Classroom: An AppBased Counseling Intervention for Increasing Social Skills. Professional School Counseling, 23(1).

https://doi.org/10.1177/2156759x20919374

Barni, D., Russo, C. C., & Danioni, F. (2018). Teachers’ Values as Predictors of Classroom Management Styles: A Relative

Weight Analysis. Frontiers in psychology, 9. https://doi.org/10.3389/fpsyg.2018.01970

Baş, K. (2019). The Relationship Between Classroom Management Skills and Self-Confidence of Social Studies Teachers.

International Journal of Education and Literacy Studies, 7(4), 62. https://doi.org/10.7575/aiac.ijels.v.7n.4p.62

Battal, Ş., & Akman, B. (2022). Responsive Classroom Management Practices in the Context of Preschool Teachers’

Professional Experiences. Cukurova University Faculty of Education Journal, 51(3), 1739-1768.

https://doi.org/10.14812/cufej.1135750

Cabugsa, S. S. (2023). Teachers’ Management Styles and Pupils’ Interactions. International Journal of Research Publications,

(1). https://doi.org/10.47119/ijrp1001271620235043

Caldarella, P., Williams, L., Hansen, B. D., & Wills, H. P. (2014). Managing Student Behavior With Class-Wide FunctionRelated Intervention Teams: An Observational Study in Early Elementary Classrooms. Early Childhood Education

Journal, 43(5), 357-365. https://doi.org/10.1007/s10643-014-0664-3

Caldarella, P., Williams, L., Jolstead, K. A., & Wills, H. P. (2016). Managing Student Behavior in an Elementary School Music

Classroom: A Study of Class-Wide Function-Related Intervention Teams. Update Applications of Research in Music

Education, 35(3), 23-30. https://doi.org/10.1177/8755123315626229

Caspersen, J., & Raaen, F. D. (2013). Novice Teachers and How They Cope. Teachers and Teaching, 20(2), 189-211.

https://doi.org/10.1080/13540602.2013.848570

Hadi, M. (2016). Examining the Relationship Between Teachers' Classroom Management Styles, Self-Regulation, and

Students' Academic Achievement. Management and Entrepreneurship Studies, 2(3), 225-234.

https://doi.org/10.5539/ies.v10n1p225

Jafari, E., Khorasani, A., & Abdi, H. (2017). Structural Model of the Relationship Between Classroom Management

Competence, Self-Efficacy, and Attitudes Towards Classroom Management Among Faculty Members. Journal of

Classroom Management, 10(26), 10-23. https://doi.org/10.29252/edcj.10.26.10

Juchniewicz, J. (2010). The Influence of Social Intelligence on Effective Music Teaching. Journal of Research in Music

Education, 58(3), 276-293. https://doi.org/10.1177/0022429410378368

Juchniewicz, J. (2013). An Examination of Social Intelligence Development in Preservice Music Teachers. Journal of Music

Teacher Education, 23(2), 21-32. https://doi.org/10.1177/1057083713475628

Karamati, M. R., Ansari Zadeh, F., & Eizan, M. (2019). The Impact of Classroom Management Based on a Participatory

Approach on Academic Progress in Science. Applied Studies in Management and Development(19), 37-48.

http://ensani.ir/fa/article/417420/%D8%AA%D8%A3%D8%AB%DB%8C%D8%B1-

%D9%85%D8%AF%DB%8C%D8%B1%DB%8C%D8%AA-%DA%A9%D9%84%D8%A7%D8%B3-

%D8%AF%D8%B1%D8%B3-%D8%A8%D8%B1-%D8%A7%D8%B3%D8%A7%D8%B3-

%D8%B1%D9%88%DB%8C%DA%A9%D8%B1%D8%AF-

%D9%85%D8%B4%D8%A7%D8%B1%DA%A9%D8%AA%DB%8C-%D8%A8%D8%B1-

%D9%BE%DB%8C%D8%B4%D8%B1%D9%81%D8%AA-

%D8%AA%D8%AD%D8%B5%DB%8C%D9%84%DB%8C-%D8%AF%D8%B1%D8%B3-

%D8%B9%D9%84%D9%88%D9%85

Karasova, J., & Nehyba, J. (2023). Student-Centered Teacher Responses to Student Behavior in the Classroom: A Systematic

Review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1156530

Karimi, M. N., & Nazari, M. (2021). Scaffolding Novice L2 Teachers’ Cognitions of Classroom Management: A Sociocultural

Perspective. https://doi.org/10.21203/rs.3.rs-482245/v1

Karimzadeh, M. (2014). The Impact of Emotional-Social Skills Training on the Improvement of Primary School Teachers'

Mental Health. 4(53). https://www.sid.ir/paper/506773/fa

Khaje Dadmir, A., Nasti Zaei, N., & Pourghaz, A. (2016). The Relationship Between Classroom Management and Academic

Procrastination Among Graduate Students. 9(33), 10-19. https://edujournal.zums.ac.ir/article-1-683-fa.html

Kuster, D., Bain, C., Newton, C., & Milbrandt, M. K. (2010). Novice Art Teachers: Navigating Through the First Year. Visual

Arts Research, 36(1), 44-54. https://doi.org/10.1353/var.2010.0001

Myers, D., Freeman, J. L., Simonsen, B., & Sugai, G. (2017). Classroom Management With Exceptional Learners. TEACHING

Exceptional Children, 49(4), 223-230. https://doi.org/10.1177/0040059916685064

Nikolić-Vesković, D. (2023). Teacher's Attachment and Mentalization as the Predictors of Classroom Management Styles.

Psiholoska Istrazivanja, 26(2), 221-237. https://doi.org/10.5937/psistra26-44790

Petrík, Š., & Vašašová, Z. (2022). Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate

Dimensions. The New Educational Review, 68(2), 107-118. https://doi.org/10.15804/tner.22.68.2.08

Purwandoko, E. (2023). Classroom Management: The Impact of Transformational Leadership of Homeroom Teachers to the

Effectiveness of Class Management in High Schools. JoERI, 1(1), 24-29. https://doi.org/10.60046/joeri.v1i1.26

Sobhi Gharamaleki, N., Sajjadpour, S. H., & Pourabdel, S. (2018). Effectiveness of Social Skills Training on Improving the

Social Well-being of Bullying Students. 9(34), 1-15. https://jpmm.marvdasht.iau.ir/article_3308.html?lang=en

Zahid, S. B., Muhammad, Y., & Waqar, Y. (2022). Becoming an Effective Classroom Manager: Preservice Teachers’

Perceptions of Their Classroom Management Education and Self-Efficacy Beliefs. Sir Syed Journal of Education & Social

Research (Sjesr), 5(3), 68-77. https://doi.org/10.36902/sjesr-vol5-iss3-2022(68-77)

دانلود

چاپ شده

۱۴۰۲/۰۹/۰۱

شماره

نوع مقاله

مقالات

ارجاع به مقاله

فرهادیان ع. .، و ابراهیم اصابت طبری. (1402). آموزش مهارت‌های اجتماعی و تاثیر آن بر سبک مدیریت کلاسی نومعلمان. نشریه پژوهش و نوآوری در تربیت و توسعه، 3(3)، 64-74. https://doi.org/10.61838/jsied.3.3.6

مقالات مشابه

11-20 از 193

همچنین برای این مقاله می‌توانید شروع جستجوی پیشرفته مقالات مشابه.