اثربخشی یادگیری معکوس بر اهمال‌کاری و خودتنظیمی تحصیلی دانش‌آموزان پسر دارای اختلال ریاضی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، خرم آباد، ایران

2 استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران

3 کارشناسی ارشد روانشناسی بالینی، واحد فیروزآباد، دانشگاه آزاد اسلامی، فیروزآباد، ایران

چکیده

هدف: هدف از این پژوهش تعیین اثربخشی یادگیری معکوس بر اهمال‌کاری و خودتنظیمی تحصیلی دانش­آموزان پسر دارای اختلال ریاضی شهر خرم‌آباد بود.
روش: این پژوهش در قالب روش نیمه‌آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل نابرابر انجام شد. تمامی دانش‌آموزان پسر ۱۵-۱۳ سال دارای اختلال ریاضی شهر خرم‌آباد در سال ۴۰۱-۱۴۰۰ که در دوره اول متوسطه مشغول به تحصیل بودند، جامعه ‌آماری این پژوهش را تشکیل دادند. از میان جامعه آماری، تعداد ۲۸ دانش­آموز دارای اختلال ریاضی به روش نمونه­گیری در دسترس انتخاب و همگی به شیوه تصادفی در گروه­های آزمایش (۱۴ نفر) و گواه (۱۴ نفر) گمارش شدند. به‌منظور جمع­آوری داده­های پژوهش از پرسشنامه اهمال‌کاری تحصیلی سولومون و راثبلوم (۱۹۸۴)، پرسشنامه خودتنظیمی تحصیلی سواری و عرب­زاده (۱۳۹۲)، آزمون ریاضی کی­مت کانولی (۱۹۸۸) استفاده شد. آموزش یادگیری معکوس به‌مدت ۹ جلسه ۴۵ دقیقه‌ای برای گروه آزمایش ارائه شد. به‌منظور تحلیل داده­ها از تحلیل کوواریانس تک متغیره و چند متغیره استفاده شد.
یافته‌­ها: نتایج تجزیه‌وتحلیل یافته‌های پژوهش نشان داد که آموزش یادگیری معکوس در کاهش اهمال‌کاری و بهبود خودتنظیمی تحصیلی دانش­آموزان دارای اختلال ریاضی مؤثر است (0.05<P).
نتیجه­‌گیری: نظر به نتایج حاصل از این پژوهش می­توان بیان کرد که آموزش یادگیری معکوس، آموزشی اثربخش در راستای کاهش اهمال‌کاری و بهبود خودتنظیمی تحصیلی دانش‌آموزان دارای اختلال یادگیری به­ویژه اختلال ریاضی است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Reverse Learning on Procrastination and Academic Self-Regulation of Male Students with Math Disorders

نویسندگان [English]

  • Hafez Padarvand 1
  • Ezatollah Ghadampour 2
  • Ghasem saffari 3
  • Kobra Alipour 1
1 PhD student, educational psychology, Lorestan University, Khorramabad, Iran
2 Professor, Department of Psychology, Faculty of Literature and Human Sciences, Lorestan University, Khorramabad, Iran
3 Master of Clinical Psychology, Firozabad Branch, Islamic Azad University, Firozabad, Iran
چکیده [English]

Objective: The aim of this study was to determine the effectiveness of reverse learning on procrastination and academic self-regulation of male students with math disorders in Khorramabad.
Method: This research was conducted in a quasi-experimental method with a pretest-posttest design along with unequal control group. All 13-15 year old male students with math disorders in Khorramabad in 2021-2022 who were studying in the first year of high school, formed the statistical population of this study. From the statistical population, 28 students with math disorders were selected by available sampling method, and all of them were randomly assigned to the experimental (n = 14) and control (n = 14) groups. In order to collect research data, Solomon and Rathblum (1984) academic procrastination questionnaire, Savari and Arabzadeh academic self-regulatory questionnaire (2013), and Kiyam Canoli (1988) mathematical test were used. Reverse learning training was provided for 9 sessions of 45 minutes for the experimental group. Univariate and multivariate analysis of covariance were used to analyze the data.
Results: The results of the analysis of research findings showed that reverse learning training is effective in reducing procrastination and improving academic self-regulation of students with mathematical disorders (P <0.05).
Conclusion: According to the results of this study, it can be said that reverse learning education is an effective education in order to reduce procrastination and improve academic self-regulation of students with learning disabilities, especially math disorders.

کلیدواژه‌ها [English]

  • Reverse Learning
  • Academic Procrastination
  • Academic Self-Regulation
  • Math Disorder
  • Male Students
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