مقایسه اثربخشی آموزش تاب‌آوری و راهبردهای یادگیری خودتنظیمی بر تأخیر در رضامندی و فرسودگی تحصیلی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 دانشیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 استاد، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، ایران.

چکیده

هدف: پژوهش حاضر با هدف مقایسه اثربخشی آموزش تاب‌آوری و راهبردهای یادگیری خودتنظیمی بر تأخیر در رضامندی تحصیلی و فرسودگی تحصیلی دانش‌آموزان انجام گرفت. 
روش: روش پژوهش، آزمایشی و از نوع پیش‌آزمون- پس‌آزمون با گروه گواه بود. جامعة آماری شامل کلیه دانش‌آموزان پسر پایۀ یازدهم شهر بهبهان در سال تحصیلی 1401-1400 بودند. از جامعه فوق ۷۵ نفر به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب و سپس به‌طور تصادفی در سه گروه ۲۵ نفری (۲ گروه آزمایشی و یک گروه گواه) جایگزین شدند. آزمودنی‌های گروه‌های آزمایشی، برنامــه‌های آموزش تاب‌آوری گیلهام و همکاران (1990) و آموزش راهبردهای یادگیری خودتنظیمی پنتریچ (1999) را طی 12 جلسۀ 60 دقیقه‌ای دریافت کردند. ابزار پژوهش شامل پرسشنامۀ تأخیر در رضامندی تحصیلی بیمبنتی و کارابنیک (1998) و سیاهه فرسودگی تحصیلی برسو و همکاران (2007) بود. برای تحلیل داده‌ها از تحلیل کوواریانس چندمتغیری استفاده شد.
یافته‌ها: یافته‌ها نشان داد که آموزش تاب‌آوری در مقایسه با آموزش راهبردهای یادگیری خودتنظیمی به‌طور معنی‌داری تأثیر بیشتری بر تأخیر در رضامندی تحصیلی دانش‌آموزان داشت (0.001=p)، درحالی‌که میان این دو روش آموزشی از لحاظ تأثیر بر فرسودگی تحصیلی دانش‌آموزان، تفاوت معنی‌داری مشاهده نشد.
نتیجه‌گیری: بر اساس نتایج مطالعه حاضر، می‌توان گفت که هر دو روش آموزش تاب‌آوری و آموزش راهبردهای یادگیری خودتنظیمی می‌توانند موجب کاهش فرسودگی تحصیلی دانش‌آموزان شوند. اگرچه، در جهت افزایش توانایی تأخیر در رضامندی تحصیلی روش آموزش تاب‌آوری بهتر عمل کرده و بیش از روش آموزش راهبردهای یادگیری خودتنظیمی می‌تواند باعث افزایش توانایی تأخیر در رضامندی تحصیلی دانش‌آموزان شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Comparing the Effectiveness of Resilience and Self-regulated Learning Strategies Training on Academic Delay of Gratification and Academic Burnout among Students

نویسندگان [English]

  • Rahim Mahamed 1
  • Nasser Behroozi 2
  • Manijeh Shehni Yailagh 3
  • Ali Reza Haji Yakhchali 2
1 Phd Student of Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahwaz, Ahwaz, iran.
2 Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahwaz, Ahwaz, Iran
3 Professor, Department of Psychology, Faculty of Educational and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
چکیده [English]

Objective: The aim of this study was to compare the effectiveness of resilience training and self-regulated learning strategies on academic delay of gratification and academic burnout among students.
Method: This study was the experimental pre-test-post-test with control group. The statistical population included all 11th grade male students in Behbahan city in the academic year 2021-2022. From the above-mentioned population, 75 students were selected through multi-stage cluster random sampling method and then randomly replaced in three groups of 25 people (2 experimental groups and 1 control group). The subjects of the experimental groups received resilience training program (Gillham et al, 1990) and self-regulated learning strategies (Pentrich, 1999), during 12 sessions of 60 minutes. The research instruments were Academic Delay of Gratification Questionnaire (Bembenutty & karabenick, 1998) and Academic Burnout Inventory (Berso et al, 2007). Multivariate covariance analysis was used for data analysis.
Results: The findings showed that resilience training compared to self-regulation learning strategies training had a significantly greater effect on the academic delay of gratification (P=0.001), while there was no significant difference between these two training methods in terms of the effect on students' academic burnout.
Conclusions: Based on the results of the present study, it can be said that both methods of teaching resilience and teaching self-regulated learning strategies can reduce the academic burnout of students. Although, in order to increase the ability to delay in academic satisfaction, the resilience training method has worked better and more than the method of teaching self-regulation learning strategies, it can increase the ability to delay in academic satisfaction of students.

کلیدواژه‌ها [English]

  • Academic Burnout
  • Academic Delay of Gratification
  • Resilience and Self-regulated Learning
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