Shafieyan Shima, Soleymani Mohammad Reza, Samouei Raheleh, Afshar Mina
Department of Medical Library and Information Sciences, School of Management and Medical Information Sciences, Isfahan University of Medical Sciences, Isfahan, Iran.
Health Information Technology Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
J Educ Health Promot. 2017 Dec 4;6:101. doi: 10.4103/jehp.jehp_59_16. eCollection 2017.
One of the methods that help students in learning critical thinking and decision-making skills is storytelling. Story helps the students to place themselves in the same situation as the main protagonist and try different ways and finally select and implement the best possible method. The goal of this study is to investigate the effect of storytelling on hopefulness of students, age 8-11 in Isfahan's 2 educational district.
This is an applied, quasi-experimental study. The study population comprised of 34 randomly selected students attending one of the schools in Isfahan's 2 educational district. The data gathering tool was the standard Kazdin hopefulness scale (α = 0.72) and data were gathered before and after 8 storytelling sessions for the intervention group. The gathered data were analyzed using descriptive and analytical (paired and independent -test) with the help of SPSS Version 18 software.
The study's findings showed a significant difference in the average hopefulness score of students in study group in pre- and posttest ( = 0.04). Furthermore, independent -test results showed a significant difference in hopefulness score of intervention and control ( = 0.001). The average hopefulness score of the control group after storytelling sessions was higher than that of the intervention and control.
The results show the effectiveness of storytelling as a method for improving hopefulness in students.
帮助学生学习批判性思维和决策技能的方法之一是讲故事。故事能帮助学生将自己置身于与主角相同的情境中，尝试不同的方法，最终选择并实施最佳方法。本研究的目的是调查讲故事对伊斯法罕第二教育区8至11岁学生希望感的影响。
这是一项应用型准实验研究。研究对象包括从伊斯法罕第二教育区随机选取的34名就读于某所学校的学生。数据收集工具是标准的卡兹丁希望感量表（α = 0.72），在为干预组进行8次讲故事课程前后收集数据。借助SPSS 18版软件，使用描述性和分析性（配对和独立样本检验）方法对收集到的数据进行分析。
研究结果显示，研究组学生在测试前和测试后的平均希望感得分存在显著差异（ = 0.04）。此外，独立样本检验结果显示，干预组和对照组的希望感得分存在显著差异（ = 0.001）。讲故事课程后，对照组的平均希望感得分高于干预组和对照组。
结果表明，讲故事作为提高学生希望感的一种方法是有效的。
