تأثیر برنامه یادگیری اجتماعی- هیجانی (طرح یاریگران زندگی) بر قضاوت اخلاقی و مهارت های مثبت اندیشی دانش آموزان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف بررسی اثربخشی برنامه یادگیری هیجانی-اجتماعی (طرح یاریگران زندگی) بر قضاوت اخلاقی و مهارت های مثبت اندیشی دانش آموزان پسر پایه ششم ابتدایی انجام شد. این پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون-پس آزمون و گروه کنترل بود. نمونه شامل 60 دانش آموز (30 نفر گروه آزمایش، 30 نفر گروه کنترل) از مدارس دولتی شهرستان خوی در سال تحصیلی 1402-1401 بود که با روش نمونه گیری تصادفی چندمرحله ای انتخاب شدند. گروه آزمایش در یک کارگاه توانمندسازی 10 جلسه ای 45 دقیقه ای، مبتنی بر کتاب پیشگیری اولیه از اعتیاد و رفتارهای پرخطر (در بستر برنامه شاد)، شرکت کرد. برای جمع آوری اطلاعات از آزمون قضاوت اخلاقی گانداسینها و وارما (1998) و پرسشنامه مثبت اندیشی اینگرام و ویسنیکی (1988) استفاده شد. نتایج تحلیل کوواریانس نشان داد که برنامه یادگیری هیجانی-اجتماعی تأثیر مثبت و معناداری بر قضاوت اخلاقی و مهارت های مثبت اندیشی دارد (05/0≥ P). همچنین، بر مؤلفه های مقایسه، تشخیص، بهترین پاسخ اخلاقی و استدلال اخلاقی اثرگذار بود (05/0≥ P) اما بر جملات ناتمام و ارزش اخلاقی تأثیر معناداری نداشت (05/0≤ P). این یافته ها نشان می دهد که محتوای آموزشی یاریگران زندگی بر بهبود معیارهای اخلاقی دانش آموزان مؤثر است.The Effectiveness of Social-Emotional Learning Program (Yari Garan Plan) on Moral Judgment and Positive Thinking Skills of Male Students of Elementary Schools
The present study aimed to investigate the effectiveness of a socio-emotional learning program (Yarigaran-e Zendegi project) on moral judgment and positive thinking skills among sixth-grade male students. This quasi-experimental study employed a pre-test, post-test, and control group design. A sample of 60 students (30 in the experimental group, 30 in the control group) from public schools in Khoy County, Iran, was selected using a multi-stage random sampling method during the academic year 2022-2023. The experimental group participated in a 10-session, 45-minute empowerment workshop based on the book "Primary Prevention of Addiction and Risky Behaviors" (within the Shad platform). To collect data, the Gandasia and Varma Moral Judgment Test (1998) and the Ingram and Wisneski Positive Thinking Questionnaire (1988) were used. Covariance analysis revealed that the socio-emotional learning program had a significant positive impact on moral judgment and positive thinking skills (P ≤ 0.05). Moreover, it significantly influenced the components of comparison, identification, best moral response, and moral reasoning (P ≤ 0.05), but not on incomplete sentences and moral values (P ≥ 0.05). These findings indicate that the educational content of the Yarigaran-e Zendegi program is effective in improving students' moral standards. Keywords: Social-Emotional Learning, Yari Garan, Moral Judgment, Positive Thinking Skills, Elementry Student. Introduction The development of an ethical generation with positive thinking is a crucial challenge for educational systems globally (Margoni & Surian, 2024). Ethics and moral judgment have been extensively studied, focusing on regulating relationships between individuals, nature, and society (Olson et al., 2023). Ethical dilemmas are prevalent in modern society, prompting parents and educators to seek solutions that foster moral development (Kupfer et al., 2023). A society cannot achieve psychological well-being without prioritizing ethical education and moral growth (Behzad, 2022). Moral judgment development is rooted in Piaget and Kohlberg's theories. Kohlberg asserts that moral development stages depend on cognitive abilities, while Piaget emphasizes that moral growth arises from cognitive and social experiences, fostering respect for laws and others' rights (Li et al., 2020). Kohlberg argues that ethical education should activate children's reasoning abilities, enabling them to use moral judgment to guide their behavior (Nemati & Bardel, 2020). Personal values and emotions significantly influence moral judgment, with empathy playing a crucial role in social-emotional learning (Jang, 2023). Empathy enhances moral judgment by fostering social-emotional beliefs (Parsa, 2019). Individuals facing moral dilemmas compare ethical norms with situational factors (Lim, 2019). Educators and psychologists emphasize that moral judgment is closely tied to emotional states. The key to resolving ethical issues lies in developing social-emotional skills (Meyers, 2019). Thus, the primary goal of any educational system should be to nurture ethical individuals, viewing this as a pathway to achieving higher human objectives (Karimi, 2018). Positive thinking, another critical component of the social-emotional approach, involves maintaining an optimistic attitude and outlook on life (Matel-Anderson & Bekhet, 2019). Positive psychology underscores the importance of fostering positive thoughts and behaviors (Bekhet, 2017). Positive thinking is not merely about optimism but represents a holistic orientation toward life (Bekhet & Garnier-Villarreal, 2020). Teaching positive thinking skills, such as reframing negative attitudes and analyzing events constructively, enhances psychological well-being (Sayadi et al., 2015) and academic performance (Bagheri Charook et al., 2019). Social-emotional learning (SEL) enhances moral judgment, positive thinking, and emotional competence. SEL programs improve students' academic success, social
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