Razi Journal of Medical Sciences
مجله علوم پزشکی رازی
RJMS
Medical Sciences
http://rjms.iums.ac.ir
39
journal39
2228-7043
2228-7051
en
jalali
1400
12
1
gregorian
2022
3
1
28
12
online
1
fulltext
fa
تأثیر مشاوره شناختی رفتاری برافزایش انگیزه کتابخوانی دانش آموزان
The Effect of Cognitive-Behavioral Counseling on Increasing Students' Motivation to Read Books
اعصاب و روان
Neurology Psychiatrics
پژوهشي
Research
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:#0070c0">زمینه و هدف: </span></span></span></span></b><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">با توجه به اثرات مثبت مشاورههای گروهی شناختی- رفتاری بر متغیرهای تحصیلی دانشآموزان و خلأ تحقیقاتی در زمینه اثربخشی آن بر فرهنگ کتابخوانی، هدف از پژوهش حاضر تأثیر مشاوره شناختی رفتاری برافزایش انگیزه کتابخوانی دانشآموزان میباشد.</span></span></span></span> <span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"></span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:#0070c0">روش کار:</span></span></span></span></b> <span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">روش پژوهش حاضر نیمه تجربی است. جامعه پژوهش حاضر شامل کلیه دانش­آموزان ابتدایی پایه ششم شهر بوشهر در نظر گرفته شد. از بین دانش­آموزان پایه ششم، بهصورت تصادفی طبقه­ای، دو کلاس ششم از یک مدرسه انتخابش (هر کلاس 40 نفر). یک کلاس بهعنوان گروه کنترل و کلاس دیگر بهعنوان گروه آزمایش بهصورت تصادفی انتخاب شدند. پرسشنامه مورد استفاده، پرسشنامه استاندارد انگیزه مطالعه ام­آرکیو (10 گویه) بود. روایی با نظرسنجی از اساتید روان­شناسی و علوم تربیتی (4 نفر) و پایایی با استفاده از آزمون آلفای کرونباخ (87/0) و به تأیید رسید. هر دو گروه کنترل و آزمایش به پرسشنامه انگیزه مطالعه پاسخ دادند و در ادامه، گروه آزمایش تحت 8 جلسه مشاورههای شناختی </span></span></span></span><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span arial="" style="font-family:"><span style="color:black">–</span></span></span></span><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> رفتاری قرار گرفتند. در پایان جلسات مشاوره، هر دو گروه کنترل و آزمایش مجدداً به پرسشنامه انگیزه مطالعه پاسخ دادند. </span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:#0070c0">یافتهها:</span></span></span></span></b> <span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">نتایج پژوهش نشان داد که</span></span></span></span> <span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">مشاوره­های شناختی </span></span></span></span><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span arial="" style="font-family:"><span style="color:black">–</span></span></span></span><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"> رفتاری بر انگیزه مطالعه دانش­آموزان کلاس ششم ابتدایی تأثیر معنی­داری دارد. </span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span lang="FA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:#0070c0">نتیجهگیری:</span></span></span></span></b> <span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black">بنابر نتایج بدست آمده می‏توان گفت که درمان شناختی-رفتاری با داشتن منبع غنی از تمرینات رفتاری این پتانسیل رادارند که با تقویت و آموزش، انگیزش کتابخوانی را در دانشآموزان ارتقا بخشند. با اینحال توسعه برنامههای مشاورهای با تأکید بر مشاورههای شناختی- رفتاری برای توسعه فرهنگ مطالعه پیشنهاد میشود.</span></span></span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span lang="AR-SA" style="font-size:9.0pt"><span style="line-height:115%"><span b="" mitra="" style="font-family:"><span style="color:black"></span></span></span></span></b></span></span></span></span></span></span></span></span>
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<td align="left" style="padding-top:0in; padding-right:12px; padding-bottom:0in; padding-left:12px" valign="top"><span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">Background & Aims:</span></span></span></span></b> <span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Studies show that only 1.1% of students' leisure time is devoted to reading books and extracurricular studies. Statistics and other studies have shown that only 30 to 35 million people in Iran have extracurricular studies. In the calculation of reading per capita, reading of non-textbooks is generally considered; therefore, the 12.5 minutes that have been announced as the per capita reading in Iran, in fact, the reading is 30 million people, which is divided by the total population of the country. Simply put, this burden of 50 million people is also borne by 30 million people. 12.5 minutes of reading per capita means that in Iran, with a population of 80 million, more than 16.5 million hours of study are done every day. Of this amount, on average, each person takes 12.5 minutes; however, this definition is not necessarily always true and instead of reading time, the number of books read or the number of pages read during the day can be used to define the per capita reading. It should be noted that extracurricular studies in elementary school students are among the fewest leisure studies to the extent that even the per capita level of this education in the whole country is less than 3 minutes per day, which is a surprising statistic compared to similar statistics worldwide. Comes with a lot of reflection compared to Finland, which spends 44 minutes a day studying out of school. The culture of reading and reading among citizens, families, education and organizations is effective and important in motivating and feeling the need for books and reading and creating a behavior called reading among the audience in society. Social, family, school, library and individual conditions and factors affect the tendency and motivation of students to read and read books. Progress and excellence should be human investment for this important and effective component, so recognizing strategies to increase the motivation of students to read books can provide the basis for improving the culture of reading in society. On the other hand, to promote the culture of reading in the country, especially among children and adolescents in two general areas can be planned and then acted. The first area is basic planning. In this regard, the family and school institution should work on children's thoughts so that reading becomes a clear and transparent attitude and then becomes a behavior and then a habit, planning for operational actions that can be short-lived and Or pave the way for the tendency to read books as a worthy act. For this purpose, educational, awareness-raising and counseling interventions can be fruitful. However, considering the positive effects of cognitive-behavioral group counseling on students 'academic variables and research gap in its effectiveness on reading culture, the purpose of this study is the effect of cognitive-behavioral counseling on increasing students' motivation to read books. Operational planning can pave the way for the tendency to read books as a worthy practice. However, considering the positive effects of cognitive-behavioral group counseling on students 'academic variables and research gap in its effectiveness on reading culture, the purpose of this study is the effect of cognitive-behavioral counseling on increasing students' motivation to read books. </span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">Methods: </span></span></span></span></b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">The present research method is a futuristic research in terms of time, an applied research in terms of subject and a semi-experimental research in terms of method and strategy. The present study population included all primary school students in the sixth grade of Bushehr. Among sixth-graders, two classes were randomly selected from a school of choice (40 students per class). One class was selected as the control group and the other class as the experimental group was randomly selected. The questionnaire used in this study was the standard questionnaire of motivation to study AMRQ (10 items and options from poor to good). The validity and reliability of this tool were also evaluated in the present study. Validity was confirmed by a survey of professors of psychology and educational sciences (4 people) and reliability was confirmed by Cronbach's alpha test (0.87). Both control and experimental groups answered the study motivation questionnaire and then the experimental group underwent cognitive-behavioral counseling. At the end of the counseling sessions, both control and experimental groups answered the study motivation questionnaire again.</span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">Results:</span></span></span></span></b> <span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">The results showed that 8 sessions of cognitive-behavioral counseling have a significant effect on the study motivation of sixth grade students. </span></span></span></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="text-justify:kashida"><span style="text-kashida:0%"><span style="tab-stops:10.5pt"><span style="line-height:115%"><span sans-serif="" style="font-family:Calibri,"><b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:#0070c0">Conclusion: </span></span></span></span></b><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black">Explaining how cognitive-behavioral counseling affects students' motivation to read books, it can be said that the techniques taught in this type of counseling help the person to identify the causes of his / her motivation in reading and then develop appropriate strategies to deal with these causes in the individual. Among these techniques, we can mention the types of cognitive-behavioral techniques used in this study, such as self-identification and time management techniques, etc., whose effectiveness in improving positive academic behaviors such as motivation and academic self-efficacy has been proven. The mechanism of the effect of cognitive-behavioral counseling on students' motivation to read books is to help them to recognize intellectual errors, irrational and irrational ideas and beliefs, change these distorted thoughts and dysfunctional behaviors using regular discussions and behavioral assignments. Also, group study can be a reason to help improve students' motivation to read books; because the group members could learn the appropriate external motivations from others and realize that others also have challenges in the field of reading and by exchanging information and empathy with each other, they could improve their reading motivation. Also, in explaining the obtained results, it can be added that cognitive-behavioral trainings, having a rich source of behavioral exercises, have the potential to enhance students' motivation for progress by strengthening and teaching positive and potential characteristics of individuals. While this approach, with its implicit self-awareness that is included with behavioral exercises, has the potential to simultaneously increase people's behavioral reserve and strengthen self-control-related self-awareness, it is possible for individuals to learn related skills. By reading books, they can take as many effective steps as possible to strengthen and enhance the motivation to read books. Also, cognitive-behavioral training, having a rich source of behavioral exercises, has the potential to enhance students' sense of self-efficacy by strengthening and teaching positive and potential characteristics of individuals, thereby reducing motivation, especially in the field. Study in students. While in the cognitive-behavioral approach, the underlying assumption is that cognitive change leads to behavioral and emotional changes; Therefore, considering that not studying is a negative and neutralizing emotion that causes fatigue, monotony and lack of motivation of the student in the classroom and in relation to the subjects, this approach by modifying and changing the dysfunctional cognitive components that cause Increased boredom with reading can lead to emotional and behavioral changes and motivate students to read books. Increase. Cognitive-behavioral therapy teaches the individual to explore, evaluate, and change their cognitions and thoughts, and the student will do the same in the field of cognitions related to reading. </span></span></span></span><span style="font-size:9.5pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""><span style="color:black"></span></span></span></span></span></span></span></span></span></span></td>
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مشاوره شناختی رفتاری, انگیزه کتابخوانی, دانشآموزان
Cognitive-behavioral counseling, motivation to read books, students
290
298
http://rjms.iums.ac.ir/browse.php?a_code=A-10-6289-1&slc_lang=fa&sid=1
Banafsheh
Farhmat
بنفشه
فرهت
3900319475328460063981
2145-2365-4178-4569
No
PhD Student in Cultural Management and Planning, Faculty of Management, Islamic Azad University, South Tehran Branch, Tehran, Iran.
دانشجوی دکترای مدیریت و برنامهریزی فرهنگی، دانشکده مدیریت، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران
Abdoalrahim
Rahimi
عبدالرحیم
رحیمی
Rahimi_A@yahoo.com
3900319475328460063982
2536-2365-2587-4632
Yes
PhD in Culture Management and Planning, Assistant Professor, School of Management, Islamic Azad University, South Tehran Branch, Tehran, Iran
دکترای مدیریت و برنامهریزی فرهنگی، استادیار دانشکده مدیریت، دانشگاه آزاد اسلامی واحد تهران جنوب، تهران، ایران
Farhad
Emam Jomeh
فرهاد
امام جمعه
3900319475328460063983
2146-2159-3698-7428
No
PhD in Sociology, Associate Professor , Faculty of Humanities, Islamic Azad University, Arak Branch, Arak, Iran
دکترای جامعه شناسی، دانشیار دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد اراک، اراک، ایران