پیش‌بینی سرزندگی تحصیلی دانش‌آموزان براساس نظم‌جویی شناختی هیجان و پردازش شناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد گروه روانشناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران

2 دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران

10.22084/j.psychogy.2021.24302.2316

چکیده

هدف: سرزندگی تحصیلی، نظم جویی شناختی و پردازش شناختی از عوامل تأثیرگذار بر یادگیری هستند و در موفقیت تحصیلی دانش‌آموزان نقش بسزایی دارند. هدف پژوهش حاضر، برسی نقش نظم‌جویی شناختی هیجان و پردازش شناختی در پیش‌بینی سرزندگی تحصیلی دانش‌آموزان است.
روش: روش پژوهش توصیفی از نوع همبستگی است. جامعه آماری پژوهش شامل کلیه دانش‌آموزان مقطع متوسطه اول مشغول به تحصیل به تعداد 1970 نفر در سال تحصیلی 1400-1399 در استان کردستان، شهرستان سروآباد بود. روش نمونه‌گیری تصادفی خوشه‌ای تک‌مرحله‌ای و تعداد 321 نفر برای حجم نمونه براساس فرمول کوکران تعیین شد. به‌منظور جمع‌آوری اطلاعات، از پرسشنامه سرزندگی تحصیلی حسین چاری و دهقانی‌زاده (1391) با اقتباس از مقیاس مارتین و مارش، پرسشنامه نظم‌بخشی شناختی-هیجانی گارنفسکی و همکاران (2001) و پرسشنامه پردازش اطلاعات شناختی اسکوونبرگ و اسکیلدر (1996) استفاده شد. داده‌ها با استفاده از ضریب همبستگی پیرسون و تحلیل رگرسیون چندگانه به‌وسیله نرم‌افزار spss تجزیه‌وتحلیل شد.
یافته‌ها: یافته‌ها نشان داد که سازه‌های تنظیم شناختی هیجان و پردازش شناختی در پیش‌بینی سرزندگی تحصیلی نقش دارند. همچنین نتایج تحلیل رگرسیون آشکار کرد که 46/0 درصد از کل واریانس سرزندگی تحصیلی براساس تنظیم شناختی هیجان و پردازش شناختی قابل پیش‌بینی است.
نتیجه‌گیری: بنابراین احتمالاً سازه‌های تنظیم شناختی هیجان و پردازش شناختی از متغیرهای مرتبط با سرزندگی تحصیلی دانش‌آموزان می‌باشند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Predicting Students' Academic Vitality based on Cognitive Emotion Regulation and Cognitive Processing

نویسندگان [English]

  • Abolghasem Yaghoobi 1
  • Hiwa Alimohammadi 2
  • Esmaeil Azadi 2
1 Professor, Department of Psychology, Faculty of Economic and Social Sciences, Bu Ali Sina University, Hamadan, Iran
2 PhD Student in Educational Psychology, Faculty of Economics and Social Sciences, Bu Ali Sina University, Hamadan, Iran
چکیده [English]

Objective: Academic buoyancy, cognitive emotion regulation and cognitive processing are effective factors on learning and play an important role in students' academic success. The aim of this study was to investigate the role of cognitive emotion regulation and cognitive processing in predicting students' academic vitality.
Methods: The research method is descriptive-correlational. The statistical population of the study included all junior high school students studying in the academic year 1399-1400 in Kurdistan province, Sarvabad city. The sampling method was stratified cluster and 322 people were determined for the sample size based on Cochran's formula. In order to collect information, Hossein Chari and Dehghanizadeh (2012) Academic Vitality Questionnaire based on Martin and Marsh scale, Garnfsky et al.'s (2001) Cognitive-Emotional Regulation Questionnaire and Squonberg and Skilder (1996) Cognitive Information Processing Questionnaire were used. Data were analyzed using Pearson correlation coefficient and multiple regression analysis by SPSS software.
Results: Findings showed that the structures of cognitive emotion regulation and cognitive processing play a role in predicting academic life. Also, the results of regression analysis revealed that 0.86% of the total variance of academic vitality is predictable based on cognitive emotion regulation and cognitive processing.
Conclusion: Therefore, it can be concluded that the structures of cognitive emotion regulation and cognitive processing are variables related to students' academic achievement.

کلیدواژه‌ها [English]

  • Academic buoyancy
  • Cognitive emotion regulation
  • cognitive processing
  • First high school students
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