نوع مقاله : مقاله پژوهشی (کمی)
نویسندگان
1 دانشجوی دکتری ، گروه روانشناسی ، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران.
2 دانشیار ، گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران.
3 استادیار، گروه روانشناسی ، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران.
چکیده
هدف: اختلال یادگیری خاص باعث مشکلات تحصیلی بسیاری در دانش‌آموزان می‌شود. در نتیجه، هدف این مطالعه تعیین اثربخشی آموزش راهبردهای شناختی و فراشناختی بر انگیزش تحصیلی، درگیری تحصیلی و کیفیت زندگی در مدرسه دانش‌آموزان با اختلال یادگیری خاص بود.
روش شناسی: این مطالعه نیمه‌تجربی با طرح پیش‌آزمون و پس‌آزمون با گروه گواه بود. جامعه پژوهش دانش‌آموزان پسر ابتدایی دارای اختلال یادگیری خاص مراجعه‌کننده به هسته مشاوره آموزش‌وپرورش شهر همدان بودند. حجم نمونه 40 نفر در نظر گرفته شد که پس از بررسی ملاک‌های ورود به مطالعه با روش نمونه‌گیری هدفمند انتخاب و با روش تصادفی در دو گروه مساوی جایگزین شدند. گروه آزمایش ده جلسه 60 دقیقه‌ای تحت آموزش راهبردهای شناختی و فراشناختی پالینسار و براون (1981) قرار گرفت و گروه گواه در لیست انتظار برای آموزش ماند. داده‌ها با مقیاس انگیزش تحصیلی (هارتر، 1981)، پرسشنامه درگیری تحصیلی (زرنگ، 1391) و پرسشنامه کیفیت زندگی در مدرسه (آینلی و بورک، 1992) گردآوری و با روش تحلیل کوواریانس چندمتغیری در نرم‌افزار SPSS تحلیل شدند.
یافته‌ها: نتایج این مطالعه حاکی از آن بود که آموزش راهبردهای شناختی و فراشناختی باعث افزایش هر سه متغیر انگیزش تحصیلی (001/0=, P14/33=F)، درگیری تحصیلی (004/0=, P54/9=F) و کیفیت زندگی در مدرسه (004/0=, P52/9=F) دانش‌آموزان با اختلال یادگیری خاص شد.
بحث و نتیجه‌گیری: طبق نتایج این مطالعه می‌توان از روش آموزش راهبردهای شناختی و فراشناختی برای بهبود متغیرهای تحصیلی از جمله انگیزش تحصیلی، درگیری تحصیلی و کیفیت زندگی در مدرسه دانش‌آموزان با اختلال یادگیری خاص بهره برد.
کلیدواژه‌ها
عنوان مقاله [English]
The Effectiveness of Cognitive and Metacognitive Strategies Teaching on Academic Motivation, Academic Engagement and Quality of Life in School of Students with Specific Learning Disorder in Hamadan City
نویسندگان [English]
- Ebrahim Kokabi Rahman 1
- Davood Taghvaei 2
- Zabih Pirani 3
1 Ph.D. Student, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.
2 Associate Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.
3 Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran
چکیده [English]
Purpose: This research was conducted with the purpose of mediating the role of mindfulness in the relationship between cognitive abilities and wisdom in students.
Methodology: The cross-sectional research method was correlational. The statistical population of this research was made up of all the students of the free universities of Tehran province in the academic year 2021-2022, of which 380 people were selected by multi-stage cluster sampling method. In this research, tools of wisdom (Ardelt, 2003), cognitive abilities (Najati, 2013) and mindfulness (Ryan and Brown, 2003) were used, all of which had acceptable validity and reliability. In order to analyze the data, structural equation modeling was used with SPSS-V23 and Lisrel-V8.8 software.
Findings: The research findings showed that the model has a good fit. Also, the findings showed that cognitive abilities had a direct effect on the wisdom of students; The effect of cognitive abilities on wisdom directly (t = 11.33 and β = 0.73) and indirectly cognitive abilities on students' wisdom through mindfulness was confirmed with 95% confidence.
Conclusion: According to the findings, the results show that increasing the variables of cognitive abilities and mindfulness can be expected to increase wisdom in students.
کلیدواژه‌ها [English]
- Cognitive and metacognitive strategies teaching
- academic motivation
- academic engagement
- quality of life in school
- students
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