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بررسی محتوای کتابهای فارسی دوره ابتدایی بر اساس جایگاه امید و مؤلفههای آن؛ مطالعهای از نوع تحلیل محتوا | ||
تدریس پژوهی | ||
مقاله 6، دوره 10، شماره 4 - شماره پیاپی 36، دی 1401، صفحه 160-143 اصل مقاله (1.25 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/trj.2022.62614 | ||
نویسندگان | ||
ابوالقاسم یعقوبی* 1؛ مهران فرهادی2؛ سیداسماعیل قیصری3 | ||
1استادگروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا،همدان، ایران | ||
2استادیار گروه روان شناسی ، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران | ||
3گروه روان شناسی ، دانشکده علوم افتصادی و اجتماعی، دانشگاه بوعلی سنیا، همدان، ایران | ||
چکیده | ||
هدف از انجام این پژوهش تحلیل محتوای کتابهای فارسی بخوانیم مقطع ابتدایی از منظر میزان توجه به امید و مؤلفههای آن بوده است. روش پژوهش توصیفی و از نوع تحلیل محتوا بوده است. جامعه آماری، بر اساس نمونهگیری هدفمند کتابهای فارسی بخوانیم شش پایه ابتدای چاپ سال 1400 که مشتمل بر 715 صفحه میباشد، بهعنوان نمونه انتخاب شدند. انتخاب مؤلفهها بر اساس نظریه امید اسنایدر صورت گرفته، همچنین برای تعیین پایایی دیدگاههای تحلیل گران نسبت به مؤلفههای امید در محتوای کتب درسی از روش پی اسکات استفاده گردید و میزان (85/0) بدست آمد که ضریب بالایی است. دادهها در قالب آمار توصیفی و با استفاده از مراحل سهگانه آنتروپی شانون مورد تجزیه و تحلیل قرار گرفته است. نتایج و یافتههای بخش کیفی تحلیل محتوا نشان داد که پنج مؤلفه امید بر اساس نظریه امید اسنایدر که در اکثر منابع دیگر نیز مورد تأکید قرار گرفته است عبارتاند از: 1- داشتن هدف 2- قدرت راهیابی یا برنامهریزی ( تفکر گذرگاه) 3- قدرت اراده ( تفکر عامل) 4- شناسایی موانع رسیدن به هدف 5- قدرت صبر و پایداری (تابآوری). و در بخش کمی تحلیل محتوا که با آنتروپی شانون صورت گرفته است، از میان 5 مؤلفه مورد مطالعه امید، مؤلفه داشتن هدف با میزان بار اطلاعاتی 7923/0و ضریب اهمیت 2009/0 بیشترین توجه و مؤلفه قدرت صبر و پایداری (تابآوری) با میزان بار اطلاعاتی 7940/0 و ضریب اهمیت 1992/0 کمترین توجه را به خود اختصاص داده است. | ||
کلیدواژهها | ||
امید؛ مؤلفههای امید؛ تحلیل محتوا و کتاب درسی | ||
مراجع | ||
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