تأثیر خلاصه‌برداری بر صحت فرادرک‌مطلب و صحت تنظیم دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری تخصصی روان‌شناسی تربیتی، دانشگاه علامه طباطبایی، تهران، ایران

2 دکتری تخصصی روان‌شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران

3 استادیار گروه روان‌شناسی تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران

چکیده

هدف: هدف پژوهش حاضر بررسی تأثیر خلاصه‌برداری بر صحت فرادرک‌مطلب و صحت تنظیم دانش‌آموزان بود. نظارت بر درک مطلب عامل مهمی در بهبود عملکرد یادگیرندگان است بااین‌حال بسیاری از دانش‌آموزان در نظارت بر درک مطلب و تنظیم یادگیری خود دچار مشکل هستند.
روش: روش پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل نابرابر و جامعۀ آماری شامل دانش‌آموزان پسر پایۀ ششم شهرستان تهران بود. برای این منظور 36 دانش‌آموز به روش در دسترس انتخاب و به‌طور تصادفی در گروه آزمایش و کنترل گماشته شدند. در پیش‌آزمون، شرکت‌کنندگان پس از مطالعۀ متن امتحانی، نمرۀ خود را در امتحان پیش‌بینی کرده و پاراگراف‌هایی که نیازمند مطالعه مجدد بود را مشخص کردند. سپس آزمونی از محتوای متن گرفته شد تا صحت پیش‌بینی شرکت‌کنندگان مشخص گردد. در پس‌آزمون نیز روند کار به همین ترتیب بود با این تفاوت که پس از مطالعۀ متن، گروه آزمایش اقدام به خلاصه‌برداری از متن نمود و گروه کنترل تنها به مطالعۀ متن پرداخت.
یافته‌ها: نتایج تحلیل کوواریانس چند متغیره نشان داد نمرات صحت نظارت و صحت تنظیم در گروه آزمایش، نسبت به گروه کنترل در پس‌آزمون، به‌طور معناداری بالاتر بود. (01/0>P)
نتیجه‌گیری: به نظر می‌رسد ارائۀ نشانه‌های تشخیص‌پذیر در قالب انجام یک فعالیت، با درگیر کردن دانش‌آموزان در فرآیند نظارت، ارزیابی آنها را از درک مطلب خود واقعیت بخشیده و فرآیند تنظیم را در آنها بهبود می‌بخشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effect of Summarizing on Meta-Comprehension Accuracy and Regulation Accuracy among Students

نویسندگان [English]

  • Saeideh Zahed 1
  • Zahra Cheraghi 2
  • Mehdi Arabzadeh 3
1 PhD, Educational Psychology, Allameh Tabatabai University, Tehran, Iran
2 Ph.D., Educational Psychology, Khwarazmi University, Tehran, Iran
3 Assistant Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
چکیده [English]

Objective: Meta-comprehension is an important factor in improving students' performance; however, many students have problems in meta-comprehension and regulating their learning.
This study aimed to investigate the effect of summarizing on meta-comprehension accuracy and regulation accuracy in students.
Method: The research method was semi-experimental with a pretest-posttest design with an unequal control group. The statistical population was male students in the sixth grade of Tehran. 36 students were selected by available sampling method and assigned into control and experimental groups, randomly. In the pretest, after studying the text, the participants predicted their score in the exam and identified the paragraphs that need to be read again. Then, an exam was taken from the text to determine the accuracy of their predictions. In the post-test, the procedure was the same, except that the experimental group summarized the text, after studying the text, but the control group only studied the text.
Findings: The results showed that the accuracy of monitoring and regulation in the experimental group was significantly higher than the control group in the post-test (p<0/01).
Conclusion: It seems that presenting diagnostic cues in the form of producing an activity, by engaging the students in the monitoring process, makes realistic students' judgment of their comprehension and improves the regulation process in them.

کلیدواژه‌ها [English]

  • Summarizing
  • Meta-Comprehension Accuracy
  • Regulation Accuracy
  • Students
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