اثربخشی آموزش راهبردهای یادگیری خودتنظیمی بر انعطاف‌پذیری شناختی و تفکر تأملی در دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد رشته تحقیقات آموزشی، دانشکده علوم تربیتی وروانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران

2 دانشیار، گروه علوم تربیتی و روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران

3 استاد، گروه علوم تربیتی و روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران

چکیده

هدف: انسان در طول حیات خود با چالش­ها، فرصت‌ها و محدودیت‌های متعددی مواجه می‌شود که رشد و ارتقاء توانایی‌های پیچیده شناختی از جمله انعطاف­پذیری شناختی و تفکر تأملی برای مقابله و یا سازگاری انسان در عصر حاضر امری ضروری است. پژوهش حاضر با هدف تعیین اثربخشی آموزش راهبردهای یادگیری خودتنظیمی بر انعطاف­پذیری شناختی و تفکر تأملی دانش‌آموزان انجام گرفت.
روش: روش پژوهش نیمه‌آزمایشی از نوع پیش‌آزمون – پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان پسر دوره دوم مقطع متوسطه شهر زابل در سال تحصیلی 1401-1400 بود که تعداد 50 نفر به‌صورت هدفمند انتخاب و سپس به‌صورت تصادفی به دو گروه 25 نفری آزمایش و گواه تقسیم شدند. ابزار پژوهش شامل پرسشنامه تفکر تأملی (کمبر و لیونگ، 2000)، پرسشنامه انعطاف‌پذیری شناختی (دنیس و وندروال، 2010) و بسته آموزشی راهبردهای یادگیری خودتنظیمی (کرمی و همکاران، 1392) بود که بسته مذکور روی گروه آزمایش طی 10 جلسه 90 دقیقه‌ای اجرا گردید. داده‌های جمع‌آوری‌شده با استفاده از تحلیل کوواریانس تک‌متغیره و چندمتغیره تجزیه‌وتحلیل شدند.
یافته‌ها: نشان داد که آموزش راهبردهای یادگیری خودتنظیمی بر انعطاف‌پذیری شناختی و مؤلفه‌های آن (ادراک توجیهات، ادراک کنترل و ادراک چندین راه‌حل) و همچنین بر تفکر تأملی و مؤلفه‌های آن (عمل عادی، فهمیدن، تأمل و تأمل انتقادی) تأثیر مثبت و معناداری داشت و انعطاف‌پذیری شناختی و تفکر تأملی دانش‌آموزان را بهبود بخشید (01/0P<).
نتیجه‌گیری: با توجه به تأثیر مثبت آموزش راهبردهای یادگیری خودتنظیمی بر انعطاف‌پذیری شناختی و تفکر تأملی دانش آموزان، برگزاری دوره‌های توسعه حرفه­ای معلمان به‌منظور آشنایی با راهبردهای یادگیری خودتنظیمی و آموزش آن به دانش آموزان توصیه می‌شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Teaching Self-regulatory Learning Strategies on Cognitive Flexibility and Reflective Thinking in Students

نویسندگان [English]

  • Mohammad Rahmati kahkha 1
  • Afsane Marziyeh 2
  • Hossein Jenaabadi 3
1 Senior expert in the field of educational research, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchistan, Zahedan, Iran
2 Associate Professor, Department of Educational Sciences and Psychology, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchistan, Zahedan, Iran
3 Professor, Department of Educational Sciences and Psychology, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchistan, Zahedan, Iran
چکیده [English]

Objective: The present study aimed to examine the effectiveness of teaching self-regulation learning strategies on students’ cognitive flexibility and reflective thinking.
Method: The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population included all male students in the second year of secondary school in Zabol city during 2021-2022, 50 of whom were selected through purposive sampling method and then divided equally into two groups of 25, the experimental group and the control group that the teaching of self-regulation learning strategies was carried out on the experimental group during 10 meetings of 90 minutes. The research tools were a reflective thinking questionnaire (Kamber and Leung, 2000), cognitive flexibility questionnaire (Dennis and Vander Wal, 2010), and self-regulation learning strategies training package (Karami et al., 2013). The collected data were analyzed through SPSS software version 26 and univariate and multivariate covariance analysis.
Results: The results showed that there was a significant difference between the post-test scores of the experimental and control group. This means that teaching self-regulatory learning strategies increased the cognitive flexibility and reflective thinking of experimental group (P<0.01).                            
Conclusions: The teaching of self-regulation learning strategies is effective on students' cognitive flexibility and reflective thinking, and improves the cognitive flexibility and reflective thinking of students.

کلیدواژه‌ها [English]

  • Self-regulation
  • Cognitive Flexibility
  • Reflective Thinking
  • Zabol
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