نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد علوم وتحقیقات،دانشگاه آزاد اسلامی، تهران،ایران.
2 دانشیار، گروه آموزش پیش دبستانی، دانشگاه علوم توانبخشی و سلامت اجتماعی ،تهران،ایران.
3 استادیار روانشناسی تربیتی، گروه روانشناسی، واحد علوم وتحقیقات،دانشگاه آزاد اسلامی، تهران،ایران.
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Objective: This study aimed to develop and evaluate the effectiveness of a teacher–child media literacy educational package in enhancing elementary students’ self-care (psychological, moral, and social).
Methods: A sequential exploratory mixed-methods design (qualitative–quantitative) was employed. In the qualitative phase, media literacy dimensions and concepts were extracted through thematic analysis based on semi-structured interviews with 10 educators, and the “teacher–child” educational package was developed and content-validated. In the quantitative phase, using a quasi-experimental pretest–posttest design with a control group, the package effectiveness was examined among 96 fifth-grade students (boys and girls) over 10 intervention sessions. Data collection tools included a semi-structured interview protocol, the Child Symptom Inventory (Sprafkin et al., 1984), and the Cyberspace Harms Questionnaire (Zandvanian et al., 2013). Qualitative data were analyzed following Braun and Clarke’s (2014) thematic analysis approach using MAXQDA, and quantitative data were analyzed using ANCOVA in SPSS version 26.
Results: Qualitative findings yielded six main themes informing the educational package: “Media Literacy and Educator Needs,” “Children’s Media Selection and Guidance,” “Critical Thinking Skills,” “Educational Use of Media,” “Digital Protection and Safety,” and “Media Evaluation and Ethics.” Quantitative results showed that the educator-led intervention had a statistically significant effect on improving students’ self-care and its dimensions.
Conclusion: Implementing teacher–child media literacy educational packages constitutes a fundamental approach that can foster students’ intellectual autonomy in navigating contemporary media environments.
کلیدواژهها [English]
)