تاثیر قصه گویی بر یادگیری مهارت های اجتماعی و کاهش اضطراب در دانش آموزان دختر مقطع ابتدایی شهر کرمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم تربیتی و روانشناسی، دانشگاه پیام نور، تهران، ایران.

2 دانش آموخته کارشناسی ارشد علوم تربیتی دانشگاه پیام نور، تهران، ایران.

چکیده

هدف از پژوهش حاضر، بررسی اثربخشی مداخله قصه‌گویی بر یادگیری مهارت‌های اجتماعی و کاهش سطوح اضطراب در دانش‌آموزان دوره ابتدایی بود. این مطالعه از نوع کاربردی بوده و با روش نیمه‌آزمایشی و طرح پیش‌آزمون–پس‌آزمون با گروه کنترل اجرا گردید.جامعه آماری شامل دانش‌آموزان دختر دوره دوم مقطع ابتدایی (پایه‌های چهارم، پنجم و ششم) شهر کرمان در سال تحصیلی ۱۴۰۳-۱۴۰۴بود. نمونه‌گیری به شیوه  غیراحتمالی در دسترس  انجام گرفت و پس از اجرای پیش‌آزمون، 40 دانش‌آموز دارای نمرات پایین در مهارت‌های اجتماعی و سطوح بالای اضطراب انتخاب و به طور تصادفی در دو گروه آزمایش و کنترل (هر گروه 20 نفر) جایگزین شدند. گروه کنترل هیچ مداخله‌ای دریافت نکرد، در حالی که گروه آزمایش در معرض برنامه قصه‌گویی شامل 10 جلسه قرار گرفت. ابزارهای پژوهش عبارت بودند از: مقیاس مهارت‌های اجتماعی تگزاسTISS)) ، پرسشنامه افکار اضطرابی (ANTI) و  پروتکل مداخله قصه‌گویی شناختی-هیجانی که روایی محتوایی آن‌ها توسط متخصصان روان‌شناسی و اساتید دانشگاه تأیید شد.داده‌ها در سطح توصیفی با محاسبه میانگین، انحراف استاندارد و واریانس، و در سطح استنباطی با استفاده از تحلیل کوواریانس چندمتغیری (MANCOVA) تحلیل شدند. پردازش آماری با نرم‌افزار SPSS نسخه ۲۶ انجام گرفت.نتایج حاصل از پژوهش نشان داد که مداخله قصه‌گویی به طور معناداری مهارت‌های اجتماعی را در دانش آموزان دختر ارتقا داده و سطوح اضطراب  آنان را کاهش داد.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Storytelling on Learning Social Skills and Reducing Anxiety in Female Elementary School Students in Kerman

نویسندگان [English]

  • Nasim Saeid 1
  • Zahra Noosh zade 2
1 Associate Professor of Educational Sciences, Payame Noor University, Tehran, Iran.
2 Masters graduate in educational sciences, Payame Noor university, Tehran-Iran.
چکیده [English]

 




The present study proposed to investigate the effectiveness of storytelling intervention on improving social skills and reducing anxiety levels in elementary school students. This study was applied research employing a semi-experimental design with a pre-test-post-test control group. The statistical population included all second-cycle female elementary school students (grades four, five, and six) in kerman city during the academic year 2024-2025. Participants were selected through non-probability convenience sampling. After administering the pre-test, 40 students with low social skills scores and high anxiety levels were chosen and randomly assigned to experimental and control groups (20 students per group). The control group received no intervention, while the experimental group underwent a storytelling program consisting of 10 sessions. Research instruments included the texas social skills inventory (tiss), the anxious thoughts questionnaire (anti), and a cognitive-emotional storytelling intervention protocol, whose content validity was confirmed by psychology specialists and university professors. Data were analyzed at the descriptive level using mean, standard deviation, and variance, and at the inferential level using multivariate analysis of covariance (mancova). Statistical analysis was performed using spss software version 26. The results indicated that the storytelling intervention significantly enhanced social skills and reduced anxiety levels in female students.

کلیدواژه‌ها [English]

  • Storytelling
  • Social Skills Learning
  • Anxiety Reduction
  • Students
Amini, A. (2008). Social skills of adolescents: Validation of the TISS questionnaire [Master's thesis, Islamic Azad University, Tehran Branch, Faculty of Psychology and Social Sciences]. [In Persian]
Baggerly, J & Parker, M. (2005). Child-centered group play therapy with African American boys at the elementary school level. Journal of Counseling & Development, 83(4), 387–396. https://doi.org/10.1002/j.1556-6678.2005.tb00360.x
Beck, J. S. (2020). Cognitive behavior therapy: Basics and beyond. Guilford Publications.
Çankaya, S., & Karamete, A. (2009). The effects of educational computer games on students’ attitudes towards mathematics course and educational computer games. Procedia - Social and Behavioral Sciences, 1(1), 145–149. https://doi.org/10.1016/j.sbspro.2009.01.027
CASEL. (2013). CASEL guide: Effective social and emotional learning programs. Collaborative for Academic, Social, and Emotional Learning.
Eslami, Z. (2021). Examining the effect of storytelling on aggression management and anxiety in preschool children [Master's thesis, Kharazmi University]. [In Persian]
Ginsburg, G. S. Pella, J. E. Ogle, R. R. DeVito, A. Raguin, K & Chan, G. (2022). Teacher knowledge of anxiety and use of anxiety reduction strategies in the classroom. Journal of Psychologists and Counsellors in Schools, 32(2), 174–184.https://doi.org/10.1017/jgc.2021.26
Gresham, F. M & Elliott, S. N. (1990). The Social Skills Rating System. Circle Pines, MN: American Guidance Service.
Hashemti, R. Asl Anari, R. E & Shokrollahi, R. (2016). Effectiveness of group play therapy techniques on state anxiety, positive emotions, and general adaptation level in children with specific learning disabilities. Journal of Learning Disabilities, 5(4), 7–24. [In Persian]
Hosseini Nasab, S.D. Masrabadi, J & Aghajanzadeh, N. (2010). Examining the effect of social skills training on self-esteem of female third-grade high school students in Tabriz. Journal of Education and Evaluation (Educational Sciences), 3(11), 47–63. https://sid.ir/paper/183579/fa . [In Persian]
Inderbitzen, H. M & Foster, S. L. (1992). The Teenage Inventory of Social Skills: Development, reliability, and validity. Psychological Assessment, 4(4), 451–459. https://doi.org/10.1037/1040-3590.4.4.451
Izadi, A. (2011). Examining the efficiency and effectiveness of in-service training in Mazandaran province (Vol. 2). Tehran: Tarbiat Publications.
-Izadi, Ali. (2011). Investigating the efficiency and effectiveness of in-service training in Mazandaran province. Collection of papers of the fourth symposium on the role of physical education teachers. Volume 2. Tehran. Tarbiat Publications. First edition. [In Persian]
Lindberg, L. Hagman, E. Danielsson, P. Marcus, C & Persson, M. (2020). Anxiety and depression in children and adolescents with obesity: A nationwide study in Sweden. BMC Medicine, 18(1), Article 30. https://doi.org/10.1186/s12916-020-1498-z
Mirzaei, P & Qamari, S. (2020). Effectiveness of group play, storytelling, and creative drama on reducing anxiety in male elementary school students in Tehran. Quarterly Journal of Research in School and Virtual Learning, 8(1), 69–78. https://doi.org/10.30473/etl.2020.52869.3224. [In Persian]
Mobini L, Peiadekoohsar A, Abdi H. Effectiveness of Shame Management Training on Social Anxiety and Social Skills of Adolescents with Social Anxiety Disorder. MEJDS 2023; 13 :155-155.URL: http://jdisabilstud.org/article-1-3240-fa.html. [In Persian]
-Planta,RC.(2008)classroom effects on children development
Satici, S. A. (2019). Facebook addiction and subjective well-being: A study of the mediating role of shyness and loneliness. International Journal of Mental Health and Addiction, 17(1), 41–55. https://doi.org/10.1007/s11469-017-9862-8
Tang, S. Hanneghan, M & El Rhalibi, A. (2009). Introduction to games-based learning. In T. Connolly, M. Stansfield, & L. Boyle (Eds.), Games-based learning advancements for multi-sensory human computer interfaces: Techniques and effective practices (pp. 1–17). IGI Global. https://doi.org/10.4018/978-1-60566-360-9.ch001
Wells, A. (1994). A multi-dimensional measure of worry: Development and preliminary validation of the Anxious Thoughts Inventory. Anxiety, Stress & Coping, 6(4), 289–299. https://doi.org/10.1080/10615809408248807
Zipes, J. (2017). The art of creative storytelling (M. Parniani, Trans.). Tehran: Roshd Publications. [In Persian]
Zofen, Sh. (2017). Application of new technologies in education. Tehran: SAMT Publications. [In Persian]
Zolfaghari, M. (2019). The power of multimedia storytelling art in reducing social anxiety in preschool children [Master's thesis, Al-Zahra University].