اثربخشی برنامه پرورش تفکر مبتنی بر خودآگاهی انتقادی بر سرزندگی تحصیلی و سبک‌های اسناد دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش‌آموخته کارشناسی ارشد روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

2 استادیار گروه روان‌شناسی تربیتی و مشاوره، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

10.22084/j.psychogy.2022.24760.2358

چکیده

هدف: تفسیر منطقی و واقع‌بینانه نسبت به تجارب تحصیلی در انگیزش و کنش تحصیلی دانش‌آموزان تأثیرگذار است. هدف پژوهش حاضر اجرای برنامه پرورش تفکر مبتنی بر خودآگاهی انتقادی بروکفیلد و بررسی اثربخشی آن بر سال آخر سرزندگی تحصیلی و سبک­های اسناد دانش‌آموزان می‌باشد.
روش: پژوهش به روش نیمه‌آزمایشی با طرح گروه کنترل نابرابر اجرا گردید. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دختر مشغول به تحصیل در دوره متوسطه اول شهر تهران در سال تحصیلی 99-98 بودند که از بین آن‎ها 30 نفر به‌صورت نمونه‎ در دسترس از یکی از مدارس دولتی انتخاب گردیده و به تصادف در دو گروه آزمایش و گواه جایگزین شدند. جهت گردآوری داده‌ها در این پژوهش از پرسشنامه سرزندگی تحصیلی حسین‌چاری و دهقانی‌زاده (1391) و پرسشنامه سبک‌های اسنادی سلیگمن و همکاران (ASQ) استفاده شد و از شرکت‌کنندگان هر دو گروه آزمایش و کنترل پیش‌آزمون و پس‌آزمون به عمل آمد. برنامه اجرایی به‌مدت 11 جلسه آموزش گروهی 60 دقیقه‎ای برای گروه آزمایش اجرا شد اما گروه گواه، آموزشی دریافت نکرد. جهت تحلیل داده‏ها از تحلیل کوواریانس تک‌متغیره استفاده شد.
یافتهها: یافته‌ها نشان دادند که اجرای برنامه پرورش تفکر مبتنی بر خودآگاهی انتقادی موجب ارتقای سرزندگی تحصیلی در دانش‌آموزان شده است. همچنین این برنامه منجر به برتری معنادار تأیید گروه آزمایشی نسبت به گروه گواه در سبک اسناد مثبت شده و معناداری کاهش سبک‌های اسنادی منفی نیز تأیید گردید.
نتیجهگیری: نتیجة پژوهش تأیید‌کننده اثربخشی پرورش تفکر مبتنی بر خودآگاهی انتقادی در اصلاح سبک اسنادی دانش‌آموزان بوده و قادر است دانش‌آموزان را در تنظیم هیجان منفی تحصیلی خودیاری نماید و منجر به بهبود سرزندگی تحصیلی شود؛ بنابراین این برنامه می‌تواند به‌عنوان الگویی ثمربخش در پرورش تفکر دانش‌آموزان مورداستفاده قرار بگیرد.

کلیدواژه‌ها


عنوان مقاله [English]

Effectiveness of the thinking training Program based on Critical Self-Awareness on students' academic buoyancy and attributional style

نویسندگان [English]

  • Fariba Ashrafi niya 1
  • Mansureh Hajhosseini 2
  • Somayyeh Shahmoradi 2
1 Graduate of Educational Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
2 Assistant Professor, Department of Educational Psychology and Counseling, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
چکیده [English]

Goal:Logical and realistic interpretation of academic experiences is effective on student's motivation and academic performance. The aim of this study is to design and implement the thinking training Program (based on Brookfield's critical self-awareness) and to evaluate its effectiveness on students' academic buoyancy and attributional style.
Method:The research was performed by quasi-experimental pre-test -post -test method with the unequal control group design. The statistical population of the study included all female students studying in the last year of first highschool in Tehran in the academic year 2019-20, from which 30 people were selected as an available sample from one of the available public schools and were randomly assigned to experimental and control groups. In order to collect data in this study, Hossein Chari and Dehghanizadeh (2012) academic buoyancy questionnaire and seligman et al. attributional style questionnaire (ASQ) were used and the Participants in both experimental and control groups were tested on pre-test and post-test. The executive program was performed for 11 sessions of 60 minutes group training for the experimental group, but the control group did not receive any training. Univariate analysis of covariance (ANCOVA) was used to analyze the data.
Findings: The findings showed that the implementation of thinking training program based on critical self-awareness has promoted academic buoyancy in students. This program also led to a significant superiority of the experimental group over the control group in the positive attributional style and a significant reduction in negative attributional style was also confirmed.
Result:The results of the study confirm the effectiveness of critical thinking based on critical self-awareness in correcting students' attributional style and is able to help students regulate their negative academic excitement and improves academic buoyancy. Therefore, this program can be used as a fruitful model in fostering student's thinking.

کلیدواژه‌ها [English]

  • thinking training
  • critical self-awareness
  • Academic buoyancy
  • attributional style
  • Students
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