پیش‌بینی لذت یادگیری بر اساس مدیریت کلاس، سطح چالش‌انگیزی کلاس، مهارت‌های تشخیصی معلم و راهبردهای نظم‌بخشی شناختی هیجان در دانش‌آموزان: یک تحلیل چندسطحی

نوع مقاله : مقاله پژوهشی

نویسندگان

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

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

چکیده

هدف: این پژوهش با هدف پیش­بینی لذت یادگیری بر اساس مدیریت کلاس، سطح چالش­انگیزی کلاس، مهارت‌های تشخیصی معلم و راهبردهای نظم­بخشی شناختی هیجان در دانش­آموزان، با استفاده از تحلیل چندسطحی، انجام شد.
روش: روش پژوهش از نوع همبستگی و به‌صورت تحلیل چندسطحی بود. جامعه آماری این پژوهش، کلیه دانش­آموزان پایه نهم پسر و دختر دوره متوسطه اول شهرستان کهگیلویه در سال تحصیلی 1402-1401 بود که از میان آن­ها، نمونه­ای 1000 نفری (500 پسر و 500 دختر) به روش تصادفی چندمرحله­ای انتخاب شد. برای سنجش متغیرهای پژوهش، از پرسش­نامه ارزیابی کلاس گارتنر (2010)، مقیاس­ ادراک دانش­آموزان از فعالیت­های کلاسی جنتری و اسپرینگر (2002)، پرسش­نامه راهبردهای نظم­بخشی شناختی هیجان گارنفسکی و همکاران (2002) و پرسش­نامه هیجانات پیشرفت پکران و همکاران (2005) استفاده شد. داده­ها به کمک مدل­سازی خطی سلسله­مراتبی (HLM) تحلیل شد.
یافته‌ها: تحلیل چندسطحی نشان داد متغیرهای سطح 1 (راهبردهای مثبت نظم­بخشی شناختی هیجان) و سطح 2 (میانگین راهبردهای مثبت نظم­بخشی شناختی هیجان کلاس، مدیریت کلاس، سطح چالش­انگیزی کلاس و مهارت­های تشخیصی معلم) به­طور مثبت و معنی­دار، پیش­بین لذت یادگیری بودند. تعامل متغیرهای سطح 2 با شیب رابطه راهبردهای مثبت نظم­بخشی شناختی هیجان و لذت یادگیری معنی­دار بود. همچنین، تفاوت لذت یادگیری در بین کلاس­ها و تفاوت کلاس­ها از لحاظ شیب رابطه راهبردهای مثبت نظم­بخشی شناختی هیجان و لذت یادگیری معنی­دار بود.
نتیجه‌گیری: به­منظور افزایش لذت یادگیری، می­توان آموزش و ارتقاء راهبردهای مثبت نظم­بخشی شناختی هیجان دانش­آموزان و کیفیت­بخشی متغیرهای کلاسی (مدیریت کلاس، سطح چالش­انگیزی کلاس و مهارت­های تشخیصی معلم) را مورد توجه قرار داد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Prediction of learning enjoyment based on class management, challenging level of class, teacher's diagnostic skills and cognitive emotion regulation strategies in students: A multilevel analysis

نویسندگان [English]

  • Arash Akhash 1
  • Askar Atashafrouz 2
1 PhD in Educational Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
2 Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
چکیده [English]

Objective: This research was conducted with the aim of predicting the enjoyment of learning based on class management, challenging level of the class, teacher's diagnostic skills, and cognitive emotion regulation strategies in students, using multilevel analysis.
Methods: The research method was a correlational type, namely multilevel analysis. The statistical population of this research was all ninth grade male and female students of first secondary school in Kohgiluyeh city, in Iran, in the academic year of 1401-1402, among them, a sample of 1000 people (500 Male and 500 Female) was selected by multi-stage random sampling method. Gartner's Class Evaluation Questionnaire (2010), Gentry and Springer's Scale of Students' Perception of Classroom Activities (2002), Garnefski et al.'s Questionnaire of cognitive emotion regulation strategies (2002) and Pakran et al.'s achievement emotions questionnaire (2005) were used to measure the variables of the research. Data were analyzed using Hierarchical Linear Modeling (HLM) method.
Results: The results of multilevel analysis showed that variables of level 1 (positive strategies of cognitive regulation of emotions) and level 2 (average of positive strategies of cognitive regulation of class emotion, class management, challenging level of class and teacher's diagnostic skills) were positively and significantly predicting the enjoyment of learning. The interactions of level 2 variables with the slope of the relationship between positive strategies of cognitive regulation of emotions and the enjoyment of learning were significant. Also, the difference in learning enjoyment among classes and the difference between classes in terms of the slope of the relationship between positive strategies of cognitive regulation of emotions and the enjoyment of learning were significant.
Conclusions: In order to increase the enjoyment of learning, it is possible to pay attention to the education and promotion of positive strategies for the cognitive regulation of students' emotions and the quality of classroom variables (class management, the challenging level of the class and the teacher's diagnostic skills).

کلیدواژه‌ها [English]

  • Challenging Level
  • Learning Enjoyment
  • Class Management
  • Diagnostic Skills
  • Cognitive Regulation of Emotion

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راهبردهای شناختی در یادگیری
دوره 12، شماره 22 - شماره پیاپی 22
بهار و تابستان 1403
مرداد 1403
صفحه 127-148

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