اثربخشی توانمند‌سازی فراشناختی بر حافظه‌دیداری-فضایی، کنترل توجه و برنامه‌ریزی در دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده ادبیات، علوم انسانی و اجتماعی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

2 استاد گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

3 استادیار گروه علوم تربیتی و شخصیت، دانشکده ادبیات، علوم انسانی و اجتماعی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

چکیده

هدف: فراشناخت به آگاهی و مهار فراگیران بر فعالیت‌های فکری و یادگیری‌شان اشاره دارد و بر این اساس پژوهش حاضر با هدف اثربخشی توانمند‌‌‌سازی فراشناختی بر حافظه دیداری-فضایی، کنترل توجه و برنامه ریزی در دانش‌آموزان انجام شد.
روش: روش پژوهش حاضر نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری بود. جامعه آماری پژوهش حاضر کلیه دانش‌آموزان دختر مقطع اول متوسطه شهر تهران در سال تحصیلی 402-1401 بودند. انتخاب نمونه‌ها به صورت روش نمونه‌گیری در دسترس بود و حجم نمونه در این بخش نیز بر اساس نوع پژوهش دو گروه 17 نفره بود. ابزار پژوهش شامل تکالیف حافظه دیداریان بک و تست استروپ بودند.
یافته‌ها: نتایج نشان داد روش توانمندسازی فراشناختی بر نمرات حافظه‌دیداری-فضایی، کنترل توجه و برنامه‌ریزی تأثیر دارد (p<0.05) و این تأثیر در مرحله پیگیری نسبت به پیش‌آزمون نیز معنی‌دار بود (p<0.05).
نتیجه‌گیری: براساس یافته‌های پژوهش بسته توانمندسازی فراشناختی تدوین شده قابلیت بهبود حافظه‌دیداری-فضایی، انعطاف‌پذیری شناختی و برنامه‌ریزی را دارد و در مراکز آموزشی می‌تواند بکار گرفته شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Effectiveness of Metacognitive Empowerment on Visual-Spatial Memory, Attention Control and Planning among Students

نویسندگان [English]

  • Samira Abbasi 1
  • Fariboz Dortaj 2
  • Esmaeil Sadipour 2
  • Aboutaleb Seadatee Shamir 3
1 PhD student in Educational Psychology, Faculty of Literature, Humanities and Social Sciences, Science and Research Unit, Islamic Azad University, Tehran, Iran
2 Professor, Department of Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
3 Assistant Professor, Department of Educational Sciences and Personality, Faculty of Literature, Humanities and Social Sciences, Science and Research Unit, Islamic Azad University, Tehran, Iran
چکیده [English]

Objective: Metacognition refers to the awareness and control of learners on their intellectual and learning activities, and based on this, the present research was conducted with the aim of the effectiveness of metacognitive empowerment on visual-spatial memory, attention control and planning in students.
Methods: The present research method was semi-experimental with a pre-test, post-test and follow-up design. The statistical population of the current study was all students of the first level of middle school in Tehran in the academic year of 2022-2023. The selection of samples was available in the form of sampling method and the sample size in this section was also based on the type of research in two groups of 17 people.
Results: The research tools included Enbeck visual memory tasks (Franzen, 2002) and Stroop tasks (Franzen, 2002). The results showed that the metacognitive empowerment method has an effect on the scores of visual-spatial memory, attention control and planning (p<0.05) and this effect was significant in the follow-up phase compared to the pre-test (p<0.05).
Conclusions: Based on the findings of the research, the compiled metacognitive empowerment package has the ability to improve visual-spatial memory, attention control and planning and can be used in educational centers.

کلیدواژه‌ها [English]

  • Metacognitive Empowerment
  • Visual-Spatial Memory
  • Attention Control
  • Planning

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راهبردهای شناختی در یادگیری
دوره 12، شماره 23
پاییز و زمستان 1403
بهمن 1403
صفحه 77-93

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