بررسی محتوای کتاب‌های فارسی دوره ابتدایی بر اساس جایگاه امید و مؤلفه‌های آن؛ مطالعه‌ای از نوع تحلیل محتوا

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادگروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا،همدان، ایران

2 استادیار گروه روان شناسی ، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران

3 گروه روان شناسی ، دانشکده علوم افتصادی و اجتماعی، دانشگاه بوعلی سنیا، همدان، ایران

10.22034/trj.2022.62614

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

موضوعات

عنوان مقاله [English]

Examining The Content of Elementary Persian Books Based on The Place of Hope And Its Components. A Content Analysis Type of Study

نویسندگان [English]

  • Abolghasem Yaghoobi 1
  • mehran farhadi 2
  • smail ghisary 3
1 Professor, Department of Psychology, Faculty of Economics and Social Sciences, University of Bu-Ali Sina, Hamedan, Iran.
2 Assistant Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bo Ali Sina University, Hamadan, Iran
3 Department of Psychology, Faculty of Economic and Social Sciences, Boali Sania University, Hamadan, Iran
چکیده [English]

The purpose of this research was to analyze the content of Persian books to be read in elementary school from the point of view of the amount of attention paid to hope and its components. The research method was descriptive and content analysis type. According to the research done and the results obtained about the important role of hope in the important dimensions of life, it was found in the investigations that Persian books of the elementary period have not been analyzed by any researcher in terms of hope and its components. It has not been analyzed and it is necessary to analyze these books from different aspects so that the planners and policy makers of the educational system can make possible revisions in the future with more peace of mind and confidence based on the results of the researches.
 With this description and with regard to the mentioned cases, the purpose of the present thesis is to analyze Persian books from the point of view of the degree of reflection of hope and hope and its components, and in order to achieve this important goal, the following questions will be asked and we will try to answer them: What are the important components of hope? How is the level of reflection of hope and its components in the Persian books of the sixth grade?
The statistical population was elementary school books, which were selected based on purposeful sampling (according to the objectives of the lessons) of Persian books to be read in the six grades at the beginning of the year 1400, which consists of 715 pages. The selection of key words, i.e. the components of hope, was based on Snyder's theory of hope, and to determine the reliability of analysts' views regarding the components of hope in the content of textbooks, the P. Scott method was used, which is known for intra-subject agreement. The rate (0.85) was obtained, which is a high coefficient. The data obtained from the analysis of the content of the components of hope have been analyzed in the form of descriptive statistics using the three stages of Shannon's entropy. The results and findings of the qualitative part of the content analysis showed that the 5 components of hope based on Snyder's theory of hope, which are emphasized in most sources and texts, are: having a goal, the power to find a way with planning (passage thinking), the power of will (active thinking), identifying obstacles to achieving the goal and the power of patience and persistence (resilience).
After collecting the necessary data and information, Shannon's entropy method, which is used in quantitative content analysis, has been used to process the results. Based on Shannon's entropy method, let's read Persian books, the six elementary grades from the point of view of 3 respondents and 5 components of hope have been classified and based on the following steps:
First step: Normalizing the frequency matrices of the table.
Second step: The information load of each category was calculated and placed in the relevant columns.
Third step: Using the information load of the components, the importance coefficient of each component is calculated, and any component that has more information load has a higher degree of importance.
And in the quantitative part of the content analysis that was done with Shannon entropy, among the 5 studied components of hope, the component of having a goal with the amount of information load of 0.7923 and the importance coefficient of 0.2009 received the most attention and the component of the power of patience and stability (resilience) with The amount of information load of 0.7940 and the importance coefficient of 0.1992 has been given the least attention. And finally, the findings of the amount of reflection of the components of hope show that this amount of attention is unevenly distributed. This means that some components have been given relatively enough attention and others have not been given much attention, and this imbalance is quite noticeable in the lessons and sections of the book and among the basic books.
According to the research done and the results obtained about the important role of hope in the important dimensions of life, it was found in the investigations that Persian books of the elementary period have not been analyzed by any researcher in terms of hope and its components. It has not been analyzed and it is necessary to analyze these books from different aspects so that the planners and policy makers of the educational system can make possible revisions in the future with more peace of mind and confidence based on the results of the researches. Bearing in mind the research results that emphasize the mutual effects of the components of hope, it is of great importance that setting important goals leads to increased motivation and this motivated motivation in turn may help to find a way out.
Although there is hope in humans from the moment of birth, it is not inherent, but acquired and learned, and this can be done through education, especially through textbooks and their content. Therefore, it is very important and fundamental to mention that textbooks and their content as an informative agent and tool can play a very important role in learning and learning hope.
Therefore, according to the contagious nature of hope, which has been pointed out by the researchers, and the fact that adults play an important role in the hopeful thinking of their children, and today's generation is able to fight tomorrow's problems by teaching and learning about hope. The important role of education and the content of textbooks are emphasized again. Based on the research results, hope is introduced as a positive psychological theme, so the text and content of books should be emphasized as an important source for teaching hope, especially during primary education. Because the words and sentences that we use in our daily life to refer to hope indicate that hope is a gift that can be created, exchanged or received in schools and classrooms during education.

کلیدواژه‌ها [English]

  • Hope
  • components of hope
  • content analysis

مراجع

Ahmadrash, R., & Mostafazadeh, E. (2019). Analysis of the social studies curriculum of the first year of high school in terms of the amount of attention paid to multicultural educational components, Jornal of Research in Teaching, Winter (7) 4, 24-46. [In Persian]
Aladdini, Z., & et al (2007). Investigat the effectiveness of group hope therapy on the level of hope and mental health, Quarterly journal of research in psychological health, 1(4). [In Persian].
Bahari, F. (2010). “The essentials of hope and hope therapy, a manual for hope-rising”. Danjeh Pub. [In Persian].
Bahari, F., & et al. (2010). Comparison of the effect of marital counseling focused on hope and the combined model of forgiveness and hope on interpersonal cognitive distortions and marital conflicts of couples referring to counseling centers in Isfahan, behavioral science research. 8 (1): 25-33. [In Persian].
Carr, A. (1957). Positive Psychology: The Science of Human Beings
Happiness and Powers; Translayted by H. Pashasharifi, G. Najafizand
with Copperation of B. Sanaei, Tehran: Sokhan, 1385. [In Persian].
Chang, E. C., & Desimon, SH. L. (2001). The influence of hope on appraisals, coping, and dysphoria: a test of hope theory. Journal of social and clinical psychology, 20(2): 117-129.
Chang, E.C. (1998). “Hope, problem-solving ability, and coping in a college student population: Some implications for theory and practice”. Journal of Clinical Psychology, 54: 953-962.
Cheavens, S. J., Feldman, B., Micheal, A.G.S., & Snyder, C.R. (2002). Hope in cognitive psychotherapies: on working with client's strenghs. Journal of Cognitive psychotherapies: an International Quartely. 20, 135-145.
Compton, M. T., Thompson, N.J., & Kaslow, N. J. (2005). Social environment factors associated with sucide attempt among low-income African American: the protective role of family relationships and social support. Social Psychiatric Epidemiology, 40: 175-185.
 Curry, L. A., Snyder, C.R.; Cook, D.L., Ruby, B.C., & Rehm, M. (1997). “Role of hope in academic and sport achievement”. Journal of Personality and Social Psychology, 73: 1257-1267.
Eric Fromm, the revolution of hope. (1995). Translated by Majid Roshangar, Tehran: Nizar, p. 28. [In Persian].
Fazl-Lahi Qamshi, S., & Talai Fard, A. (2017). Investigating the amount of attention paid to the six areas of education in the document of fundamental transformation of education in social studies textbooks of elementary school, Journal of applied issues of Islamic education and training, 3. [In Persian].
Feldman, D.B., & Snyder, C.R. (2005). “Hope and meaningful life: theoretical and empirical associations between goal-directed thinking and life mranng”. Journal of social and clinical psychology, 24(3): 401-421.
Frank, J. (1968). The role of hope in psychotherapy \. International Journal \ of psychiatry, 5. 
Frankel, V.E. (1984). An Introduction to Logo therapy \. London: Hodder & Stoughton.
Grewal, P. K., & Porter, J. (2007). Hope theory: a framework for understanding Death studies. Washington, 31(2): 131-154.
Irving, M.L., C.R., Snyder, Cheavens, J., Coeavel. L., Hank, J., Hilberg, P., & Nelson, N. (2004). The relationships between hope and outcomes at the pretreatment, beginning and later phases of psychotherapy. Journal of psychotherapy Integration. 14(4), 419-443.
Irving, M.L., Snyder, Cheavens, J., & Crowson, J.J. (1998). Hope and coping with cancer college females. Journal of Personality, 66. 195-214.
Jenny, M.Y., Huen, Brian, Y.T. Ip., Samuel, M.Y.Ho., & Paul S. F.. Yip. (2015).  Hope and Hopelessness: The Role of Hope in Buffering the Impact of Hopelessness on Suicidal Ideation. Published online, Journal. Pone. Thomas Niederkrotenthaler, Editor.P.I
Karimi, SB., Adib, Y., & Mahmoudi, F. (2018). The Place of Learning Styles in Elementary Curriculum Elements of the Sixth Elementary School: Empirical Sciences and Social Studies. Jornal of Research in Teaching. 6(2):115-129. [In Persian].
Karmani, Z., Mohammad Karim, Kh., & Mahmud, H. (2011). “Psychometric properties of the hope Snyder scale". Applied psychology, 5(3):7-23. [In Persian].
Khalji, T. (2006). “Investigating the relationship between hope, the source of academic inhibition and academic success in the pre-university course of Tehran in the academic year 86-85”. Master's thesis, field of general psychology, Faculty of Psychology, Al-Zahra University. [In Persian].
Lopes, S, J., Snyder, C. R., & Rasmussen, H, N. (2003). Striking a vital balance: Developing a complementary focus on human weakness and strength through positive psychological assessment. In S. J., Lopez & C. R., Snyder. (Eds), Positive Psychological assessment: A hand book of models and measures.
Meadows, L.A., Kaslow, N. J., Thompson, M. P., & Jurkovice, G. J. (2005). Protective against suicide attempt risk among African American women experiencing intimate partner violence. American jornal of community psychology, 36(1-2): 106-121.
Motahharipur, M. (2016). Hope from the perspective of Islamic ethics and positive psychology. ph.d.Thesis, Department of Islamic Studies, Islamic Ethics, University of Islamic Studies. [In Persian].
Nasiri, H., & Allah Jokar, B. (2008). Meaning of life, hope, satisfaction with life and mental health in women (a group of cultural working women).  Journal of Women in Development and Politics (Women's Research), 6(2): 157-176. [In Persian].
Raab, K.A. (2007). “Fostering Hope in a Psychiatric Hospital. Royal Ottawa Healt Care”.
Safri Shali, R. & poya, T. (2018). “Investigating the level of hope for the future and factors affecting it among Tehrani citizens”. Welfare and Social Development Planning Quarterly, 9(35) [In Persian].
Seligman, M.E.P., & Csikszentmihalyi, M. (2000). “Positive psychology: An introduction”. American Psychologist, 55, 5-14.
Snyder, C. R. (2002). Hope Theory: Rainbows in the Mind, Psychological Inquiry, 13(4): 249-275
Snyder, C. R., Cheavens, J., & Micheal, S. T. (2007). Coping: The psychology of what works. New York: Oxford University Press.
Snyder, C. R., Ilardi, S. S., Cheavens, J., Michael, L.Y., & Sympson, S. (2000). The Role of Hope in Cognitive-behavior Therapies; Cognitive Therapy and Research. 24(6).
 Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams III, V. H., & Wiklund, C. (2002). Hope and Academic Achievement in College. Journal of Educational Psychology. 94: 820-826.
 Snyder, C.R, & Lopez Shane, J. (2007). Positive Psychology: The Scientific & Peracyical Explorations of Human Strengtns. Sage Publications, Inc. USA.
Snyder, C.R, D.B. Feldman, H.S., & Shorey K.L. Rand. (2002). “Hopeful
Choides: a School Counselors Guide to Hope Theory”.Professional SchoolCounseling, 5: 298-306.
Snyder, C.R. (1995). Conceptualizing, Measuring and Nurturing Hope; Journal of Counseling and Development .73. 355-360.
Snyder, C.R. (2000). “Genesis: The Birth & Growth of Hope”. In: C.R.      Snyder (Ed.). Handbook of Hope: Theory, Measures, and Applications: 25-38NewYork: AcademicPress.
Snyder, C.R. (2000). Handbook of hope; theory, measures, and application. Academic Press, USA.
Snyder, C.R., & K.A. Lehman. (2006). Hope for Rehabitationa and Vice Versa. Rehabilitation Psychology.
Snyder, C.R., Harris, C., Anderson, J.R., Irving, H.S.A., Sigmon, L.M., Yoshinobu, S.T., & Gibb, L. (1991). The will and the ways: Development and validation of an individual differences measure of hope. Journal of Personality and Social Development, 60, 570- 585.
Snyder, C.R., Rodregus, & Alicia H. (2000). “The Demise of Hope: on Losing Positive Thinking”. In: C.R. Snyder (Ed.).Handbook of Hope: Theory, Measures, and Applications. 39-54. New York: Academic Press.
Snyder. C.R., Hoza, B., Pelham, W.E., Rapoff, M., Ware, L., Danovsky, M., & et al. (1997). "The development and validation of the children's Hope Scale".  Journal of Pediatric Psychologe, 22:399-421.
Steger, M. (2007). Meaning in life. Handbook of positive psychology. Oxford. Oxford University Press.
Valle, M. F., Huebner, E. S., & Suldo, SH. M. (2006). An analysis of hope as a psychological strength. Journal of school psychology, 44(5): 393-406.
Wang, l. Y., Chang, P.C., Shih, F. J., Sun, C.C., & Jeng, C. (2006). Self-care behavior, hope, and social support in taiwanese patients awaiting heart transplantation. Journal of psychosomatic research, 67(4):485-490.
Yaghoobi, A., & Mohagheghi, H. (2012). “Investigating Ways to Increase the Level of Hope in Students of Bu-Ali University”. Higher Education of Iran. 4 (2): 155-169. [In Persian].

فایل ها

هم رسانی

ارجاع به این مقاله

آمار