چکیده:
ﻣﻘﺪﻣﻪ: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ راﺑﻄﻪ ﺗﺠﺎرب ﻣﻌﻨﻮی، ﺗﺎب آوری و ﺑﻬﺰﯾﺴﺘﯽ رواﻧﺸﻨﺎﺧﺘﯽ و اﻣﮑﺎن ﺗﺒﯿﯿﻦ ﺑﻬﺰﯾﺴﺘﯽ رواﻧﺸﻨﺎﺧﺘﯽ ﺑﺮ اﺳﺎس ﺗﺠﺎرب ﻣﻌﻨﻮی و ﺗﺎب آوری در داﻧﺸﺠﻮﯾﺎن ﺑﻮﻣﯽ و ﻏﯿﺮﺑﻮﻣﯽ اﻧﺠﺎم ﺷﺪ.
روش: در اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﮐﻪ از ﻧﻮع ﺗﻮﺻﯿﻔﯽ ﺑﻮده اﺳﺖ، ﻧﻤﻮﻧﻪ ای ﻣﺸﺘﻤﻞ ﺑﺮ 332 داﻧﺸﺠﻮ (191 دﺧﺘﺮ و 141 ﭘﺴﺮ) از داﻧﺸﺠﻮﯾﺎن ﺑﻮﻣﯽ و ﻏﯿﺮﺑﻮﻣﯽ داﻧﺸﮕﺎه زﻧﺠﺎن ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎی ﺗﺠﺎرب ﻣﻌﻨﻮی (DSES)، ﺗﺎب آوری ﮐﺎﻧﺮ دﯾﻮﯾﺪﺳﻮن (CO-RISC) و ﺑﻬﺰﯾﺴﺘﯽ رواﻧﺸﻨﺎﺧﺘﯽ (RSPWB) ﭘﺎﺳﺦ دادﻧﺪ.
ﯾﺎﻓﺘﻪ ﻫﺎ: ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﺑﻪ ﺷﯿﻮه ﮔﺎم ﺑﻪ ﮔﺎم ﻧﺸﺎن داد ﮐﻪ در ﮔﺎم ﻧﺨﺴﺖ ﻣﺘﻐﯿﺮ ﺗﺎبآوری و در ﮔﺎم ﺑﻌﺪی ﺗﺎب آوری و ﺗﺠﺎرب ﻣﻌﻨﻮی ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺎ ﺿﺮﯾﺐ ﺗﻌﯿﯿﻦ 14/2 و 19 درﺻﺪ ﭘﯿﺶ ﺑﯿﻨﯽ ﮐﻨﻨﺪه ﺑﻬﺰﯾﺴﺘﯽ رواﻧﺸﻨﺎﺧﺘﯽ داﻧﺸﺠﻮﯾﺎن در اوﻟﯿﻦ ﺳﺎل ورود ﺑﻪ داﻧﺸﮕﺎه ﻣﯽ ﺑﺎﺷﻨﺪ. ﻫﻤﭽﻨﯿﻦ ﯾﺎﻓﺘﻪﻫﺎ ﺣﺎﮐﯽ از آن اﺳﺖ ﮐﻪ در ﮔﺮوه داﻧﺸﺠﻮﯾﺎن ﺑﻮﻣﯽ ﻣﺘﻐﯿﺮ ﺗﺎبآوری 23 درﺻﺪ از وارﯾﺎﻧﺲ ﺑﻬﺰﯾﺴﺘﯽ رواﻧﺸﻨﺎﺧﺘﯽ را ﺗﺒﯿﯿﻦ ﻣﯽ ﮐﻨﺪ در ﺣﺎﻟﯽ ﮐﻪ در ﮔﺮوه داﻧﺸﺠﻮﯾﺎن ﻏﯿﺮ ﺑﻮﻣﯽ ﻣﺘﻐﯿﺮ ﺗﺠﺎرب ﻣﻌﻨﻮی 10/8 درﺻﺪ وارﯾﺎﻧﺲ ﺑﻬﺰﯾﺴﺘﯽ رواﻧﺸﻨﺎﺧﺘﯽ را ﺗﺒﯿﯿﻦ ﻣﯽﻧﻤﺎﯾﺪ.
ﻧﺘﯿﺠﻪﮔﯿﺮی: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﯾﻦﮐﻪ ﻣﺘﻐﯿﺮﻫﺎی ﺗﺎب آوری و ﺗﺠﺎرب ﻣﻌﻨﻮی ﭘﯿﺶ ﺑﯿﻨﯽ ﮐﻨﻨﺪه ﻫﺎی ﻣﻌﻨﺎداری ﺑﺮای ﺑﻬﺰﯾﺴﺘﯽ رواﻧﺸﻨﺎﺧﺘﯽ ﻫﺴﺘﻨﺪ، ﻣﯽ ﺗﻮان ﺑﺎ اﯾﺠﺎد و ارﺗﻘﺎء ﭼﻨﯿﻦ ﻇﺮﻓﯿﺖ ﻫﺎﯾﯽ ﺑﻬﺰﯾﺴﺘﯽ رواﻧﺸﻨﺎﺧﺘﯽ داﻧﺸﺠﻮﯾﺎن را ﺑﻬﺒﻮد ﺑﺨﺸﯿﺪ.
Introduction: The aim of the present research was investigation of effectiveness of group problem-solving skill training on increase of ambiguity tolerance in secondary school female teenagers in Karaj. Methods: The design of study is pre-test - post-test accompanied by follow-up and control group. Statistic universe included secondary school female students in Karaj among whom 30 students were selected by cluster random multi-stage sampling method. Then, they were put into two groups by random: experiment group (15 students) and control group (15 students). The research tool was “Ahmadpour-Mobarake” ambiguity tolerance questionnaire (2009). At the pre-test stage, all of the students completed the questionnaire. Then the experiment group participated in ten sessions of one hour problem-solving skill training, whereas, the control group didn’t get any training at all. At the post-test stage, both of the groups answered the ambiguity tolerance scale again and the incoming data were analyzed using one-way covariance
analysis and variance analysis with repetitious measuring. Results: The results showed that the group problem-solving skill training increased the ambiguity tolerance in experiment group in comparison to the control group, and this effect
continued later two-month when the follow-up was taken . Conclusions: Ambiguity tolerance is one of the most important personal infrastructures. Problem-solving skill training enables an individual to cope with problems in ambiguous and
unforeseen situations.