با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی دکترا، پژوهشکده علوم شناختی و مغز، دانشگاه شهید بهشتی، تهران، ایران

2 دانشیار گروه روانشناسی و علوم تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

3 پژهشکده علوم شناختی و مغز، دانشگاه شهید بهشتی، تهران، ایران.

چکیده

در این پژوهش اثربخشی آموزش راهبردهای هدف‌گذاری مبتنی بر نظریۀ هدف‌گذاری بر بهبود هدف‌گذاری و پیشرفت تحصیلی دانش‌آموزان مقطع متوسطه اول بررسی گردید. بدین منظور 79 دانش‌آموز پسر پایۀ هفتم با روش نمونه‌گیری تصادفی خوشه‌ای در قالب دو گروه آزمایشی و گروه گواه در پژوهش شرکت کردند. بستۀ آموزش راهبردهای هدف‌گذاری بر اساس نظریۀ هدف‌گذاری به وسیلة پژوهشگران تدوین و در هفت جلسه برای دانش‌آموزان ارائه شد و تکالیف آن به وسیلة دانش‌آموزان تکمیل گردید. جهت سنجش پیشرفت تحصیلی دانش‌آموزان از معدل نمرات پایانی امتحانات نیمسال اول به عنوان پیش‌آزمون و معدل نمرات پایانی نیمسال دوم به عنوان پس‌آزمون استفاده شد؛ نمره‌های هدف تعیین شده به وسیلة دانش‌آموز برای نیمسال اول و دوم جهت سنجش هدف‌گذاری استفاده گردید. نتایج نشان داد که پیشرفت تحصیلی گروه آزمایشی نسبت به گروه گواه به طور معناداری افزایش یافته است. درحالی‌که نمرة هدف دانش‌آموزان گروه آزمایشی تغییری نکرده بود، خطای نمرة هدف آنان به طور معناداری کاهش یافت که نشانگر بهبود و افزایش دقت هدف‌گذاری تحصیلی دانش‌آموزان است. آموزش راهبردهای هدف‌گذاری، افزون بر بهبود کیفیت هدف‌گذاری دانش‌آموزان، می‌‎تواند پیشرفت تحصیلی آنان را نیز تقویت کند.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Goal-Setting Strategies Training in Improving Academic Achievement and Goal Setting Accuracy of Middle School Students

نویسندگان [English]

  • Farzin Haqnazari 1
  • Vahid Nejati 2
  • Hamidreza Pouretemad 3

1 Ph.D. Student, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran

2 Department of Psychology, Shahid Beheshti University, Tehran, Iran.

3 Institute for cognitive and brain sciences, Shahid Behseshti University, Tehran, Iran.

چکیده [English]

In this research, the effectiveness of goal-setting strategies training designed based on goal-setting theory in the grade goals and academic achievement of middle school students has been investigated. To achieve this aim, 79 seventh-grade male students were selected by random cluster sampling and assigned to experimental and control groups. The Goal-setting strategies training package was developed on the basis of goal-setting theory by researchers and presented during 7 sessions to students and the tasks were done by them. Final grades of the first and second semesters were used for evaluating academic achievement and the grade goals set by students for the first and second semesters were used for assessing grade goal setting. The findings showed that the academic achievement of the experimental group increased in comparison with the control group. Whereas the grade goals of the students of the experimental group did not change, their grade goal errors decreased significantly which indicate the improvement and increased accuracy of educational goal-setting of students. Goal-setting strategies training can enhance academic performance and the quality of goal-setting.

کلیدواژه‌ها [English]

  • Academic Achievement
  • Student
  • Goal-Setting
  • Grade Goal
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