با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 استاد، گروه روانشناسی، دانشکده اقتصاد و علوم اجتماعی، دانشگاه بوعلی سینا

2 کارشناس ارشد روانشناسی تربیتی، دانشکده اقتصاد و علوم‌اجتماعی، دانشگاه بوعلی سینا، همدان، ایران

3 استادیار، گروه روان‌شناسی، دانشکده اقتصاد و علوم‌اجتماعی، دانشگاه بوعلی سینا، همدان، ایران

چکیده

پژوهش حاضر با هدف بررسی اثربخشی آموزش راهبردهای فراشناخت بر مهارت تمرکز و امید تحصیلی در دانش‌آموزان با انگیزش تحصیلی پایین انجام شد. در این پژوهش از روش نیمه‌آزمایشی و طرح پیش‌آزمون و پس‌آزمون با گروه کنترل استفاده شد. جامعۀ آماری تمامی دانش‌آموزان دختر دوره متوسطه اول سال تحصیلی 1402- 1401 در شهر همدان بودند. برای انتخاب نمونه به روش نمونه‌گیری در دسترس 40 دانش‌آموز دارای انگیزش تحصیلی پایین (بر اساس نمره پایین‌تر از 70 پرسش‌نامه انگیزش تحصیلی والرند و همکاران، 1992) انتخاب شدند و به تصادف در دو گروه آزمایش (20 نفر) و گروه گواه (20 نفر) قرار گرفتند. پس از گروه‌بندی و انجام پیش‌آزمون، طی 10 جلسه آموزش راهبردهای فراشناختی به گروه آزمایش ارائه شد. سپس از هر دو گروه پس‌آزمون گرفته شد. ابزار گردآوری اطلاعات شامل پرسش‌نامه انگیزش تحصیلی والرند و همکاران (1992)، پرسش‌نامه مهارت تمرکز سواری و اورکی (1394) و پرسش‌نامه امید تحصیلی خرمائی و کمری (1396) بود. به منظور تجزیه و تحلیل داده‌ها از تحلیل کوواریانس با بهره‌گیرى از نرم‌افزار spss27 استفاده گردید. یافته‌ها حاکی از آن بود که آموزش راهبردهای فراشناختی در بین دانش‌آموزانی که انگیزش تحصیلی پایینی داشتند، تأثیر مثبت و معنادار داشت. (p < 0/01). بنابراین می‌توان نتیجه‌‌گیری کرد که آموزش راهبردهاى فراشناختى موجب بهبود مهارت تمرکز و تقویت امید تحصیلی در دانش‌آموزان می‌شود و این عوامل در کنار هم انگیزش تحصیلی آن‌ها را افزایش می‌دهد. بر این اساس، پیشنهاد می‌شود معلمان دانش‌آموزان را برای نتایج بهتر یادگیری و انگیزشی به استفادۀ فعال‌تر و موثرتر از راهبردهای فراشناخت سوق دهند

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Metacognitive Strategies on Concentration Skills and Academic Hope in Students with Low Academic Motivation

نویسندگان [English]

  • Abolghasem Yaghoobi 1
  • Masoomeh Azizi 2
  • afshin Afzali 3
  • Taherh Haghtalab 3

1 Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran

2 M.Sc. Educational Psychology, Faculty of Economics and Social Sciences, Bo Ali Sina University, Hamadan, Iran

3 Assistant Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamadan, Iran

چکیده [English]

The current study aimed to examining the effectiveness of teaching metacognitive strategies on concentration skills and academic hope in students with low academic motivation. The study used a semi-experimental method and a pre-test and post-test design with a control group. Statistical population consisted of all female students in the first year of secondary school in the academic year 2022-2023 in the city of Hamedan. Forty students with low academic motivation selected for sample selection by sampling method and randomly placed in two groups: the test group (20 students) and the control group (20 students). After grouping and conducting the pre-test, the test group presented with 10 sessions of training in metacognitive strategies. Then post-tests conducted for both groups. The data collection tools included the Academic Motivation Questionnaire of Wallerand et al. (1992), Questionnaire on the Skill of Concentration of Savari and Orkei (2015) and The Questionnaire of the Academic Hope of the Kharmaei and Kemari (1396). In order to analyze the data, covariance analysis using SPSS27 software employed for data analysis. The findings indicated that teaching metacognitive strategies had a significant positive and meaningful impact on students with low academic motivation (p < 0/01). Therefore, it can concluded that teaching metacognitive strategies improves concentration skills and strengthens academic hope in students and these factors together increase their academic motivation. Accordingly, it suggested that teachers encourage students to use metacognitive strategies more actively and effectively for better learning and motivational outcomes. 

کلیدواژه‌ها [English]

  • Academic Motivation
  • Academic Hope
  • Concentration Skill
  • Metacognition
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