با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.

2 استادیار، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.

3 استاد، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.

4 دانشیار، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

هدف پژوهش حاضر، تحلیل چندسطحی رابطه ادراک مهارت‌های تشخیصی معلم، سطح چالش‌انگیزی کلاس، کیفیت تدریس معلم و راهبردهای نظم‌بخشی شناختی هیجان با هیجانات پیشرفت در دانش‌آموزان پایه نهم بود. روش پژوهش از نوع همبستگی و به صورت تحلیل چندسطحی بود. جامعه آماری این پژوهش، کلیه دانش‌آموزان پایه نهم پسر و دختر دوره متوسطه اول شهرستان کهگیلویه در سال تحصیلی 1402-1401 بود که از میان آن‌ها، نمونه‌ای 1000 نفری (500 پسر و 500 دختر) به روش تصادفی چندمرحله‌ای انتخاب شد. برای سنجش متغیرهای پژوهش، از پرسش‌نامه ارزیابی کلاس گارتنر (2010)، مقیاس ادراک دانش‌آموزان از فعالیت‌های کلاسی جنتری و اسپرینگر (2002)، مقیاس کیفیت تدریس کریاکیدز و همکاران (2000)، پرسش‌نامه راهبردهای نظم‌بخشی شناختی هیجان گارنفسکی و همکاران (2002) و پرسش‌نامه هیجانات پیشرفت پکران و همکاران (2005) استفاده شد. داده‌ها به کمک مدل‌سازی خطی سلسله مراتبی (HLM) تحلیل شد. نتایج تحلیل چندسطحی نشان داد متغیرهای سطح 1 (راهبردهای مثبت نظم‌بخشی شناختی هیجان) و سطح 2 (میانگین راهبردهای مثبت نظم‌بخشی شناختی هیجان کلاس، ادراک مهارت‌های تشخیصی معلم، سطح چالش‌انگیزی کلاس و کیفیت تدریس معلم) به طور مثبت و معنادار، پیش‌بین هیجانات پیشرفت مثبت بودند. تعامل متغیرهای سطح 2 با شیب رابطه راهبردهای مثبت نظم‌بخشی شناختی هیجان و هیجانات پیشرفت مثبت، معنادار بود. بر اساس تحلیل چندسطحی در این پژوهش می‌توان نتیجه گرفت توجه به ارتقاء راهبردهای مثبت نظم‌بخشی شناختی هیجان دانش‌آموزان و متغیرهای کلاسی (سطح 2)، منجر به ایجاد هیجانات پیشرفت مثبت در دانش‌آموزان و در نتیجه، نگرش مثبت آن‌ها نسبت به فرایند تحصیل خواهد شد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Relationship Between Cognitive Emotion Regulation Strategies, Perception of Teacher's Diagnostic Skills, Challenging Level of Class and Quality of Teacher's Teaching With Achievement Emotions in Ninth-Grade Students: A Multilevel Analysis

نویسندگان [English]

  • Arash Akhash 1
  • Askar Atash Afrouz 2
  • Manijeh Shehni Yailagh 3
  • Morteza Omidian 4

1 Ph.D. Student Educational Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

2 Assistant Professor, Department of Psychology , Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

3 Professor, Department of Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

4 Associate Professor, Department of Psychology, Faculty of Education Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

چکیده [English]

The objective of this study was to conduct a multilevel analysis examining the relationship between the perception of teachers' diagnostic skills, classroom challenge level, quality of teaching, cognitive emotion regulation strategies, and ninth-grade students' achievement emotions. The research method was correlational and conducted in a multilevel analysis format. The statistical population comprised all ninth-grade male and female students from the secondary schools of Khegilooyeh during the academic year 1401-1402. Among them, a sample of 1,000 students (500 boys and 500 girls) was randomly selected using a multi-stage sampling method. To measure the research variables, the following instruments were used: Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Kyriakides et al.'s Teaching Quality Scale (2000), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were utilized. The data were analyzed using Hierarchical Linear Modeling (HLM). The results of the multilevel analysis indicated that both Level 1 variables (positive strategies of cognitive regulation of emotion) and Level 2 variables (average of positive strategies of cognitive regulation of class emotion, perception of teacher's diagnostic skills, challenging level of class and quality of teacher’s teaching) positively and significantly predicted positive achievement emotions. The interaction between Level 2 variables and the slope of positive cognitive emotion regulation strategies and positive achievement emotions was significant. Based on the multilevel analysis in this research, it can be concluded that focusing on enhancing positive cognitive emotion regulation strategies among students and classroom variables (Level 2) leads to fostering positive achievement emotions in students. Consequently, this results in a positive attitude towards the learning process

کلیدواژه‌ها [English]

  • Diagnostic Skills
  • Challenge Level
  • Teaching Quality
  • Cognitive Regulation of Emotion
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