اثربخشی آموزش راهبردهای فراشناختی بر بهزیستی تحصیلی و کمک طلبی تحصیلی دانش‌آموزان دختر نوجوان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران

2 دانشیار، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی اثربخشی آموزش راهبردهای فراشناختی بر بهزیستی تحصیلی و کمک‌طلبی تحصیلی دانش‌آموزان دختر نوجوان انجام شد.
روش: پژوهش از نوع نیمه آزمایشی (طرحن پیش‌آزمون و پس‌آزمون با گروه کنترل) بود. جامعه‌ی پژوهش شامل کلیه‌ی دانش‌آموزان دختر پایه اول دوره دوم متوسطه (پایه اول دبیرستان) بود که در سال تحصیلی 1401-1402 مشغول به تحصیل بودند و با استفاده از روش نمونه‌گیری هدفمند انتخاب شدند. برای گردآوری داده‌ها در دو مرحله پیش‌آزمون و پس‌آزمون از پرسشنامه بهزیستی تحصیلی (AWBQ) تومینین-سوینی و همکاران (2012) و پرسشنامه کمک طلبی ریان و پیتریچ (1997) استفاده شده است. گروه آزمایش طی 8 جلسه (90 دقیقه) تحت آموزش راهبردهای فراشناختی سیف (1396) قرار گرفتند؛ اما گروه کنترل چنین مداخله‌ای دریافت نکرده‌اند. داده‌های گردآوری‌شده با استفاده از تحلیل کوواریانس چند متغیری و تک متغیری تجزیه‌وتحلیل شدند.
یافته‌ها: یافته‌های حاصل از تحلیل کوواریانس چند متغیری و تک متغیری نشان داد که آموزش راهبردهای فراشناختی به نحو معنی‌داری به افزایش بهزیستی تحصیلی (23/79= F و 0.01=>p) و کمک‌طلبی تحصیلی (پذیرش کمک طلبی برابر با 82/40=  Fو P<=0.001 و کاهش اجتناب از کمک طلبی برابر با 14/04=  Fو P<=0.01) در گروه آزمایش منجر شده است.
نتیجه­گیری: با توجه به نتایج پژوهش حاضر، می‌توان نتیجه گرفت که آموزش راهبردهای فراشناختی می‌تواند به‌عنوان روشی مؤثر جهت افزایش کمک­طلبی تحصیلی و بهزیستی تحصیلی در دانش آموزان دختر در نظر گرفته شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Effectiveness of Teaching Metacognition Strategies on Academic Well-being and Academic Help-seeking

نویسندگان [English]

  • Seyedeh Fateme Bahramian 1
  • Razieh Sheikh al-Islami 2
1 PhD Student in Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran.
2 Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University, Shiraz, Iran
چکیده [English]

Objective: The purpose of this research was to investigate the effectiveness of teaching metacognitive strategies on the academic well-being and academic help-seeking of adolescent female students
Method: This research was semi-experimental (pre-test and post-test design with control group). The statistical population of this research includes all the female students of the second year of secondary school (first grade of high school) who were studying in the academic year (1401-1402) who were selected using a purposive sampling method. To collect data in the two stages of pre-test and post-test, the academic well-being questionnaire (AWBQ) of Tominin-Sweeney et al  and  has been used. The experimental group used the scientific work of Saif (2016) during 8 sessions (90 minutes) under the training of metacognitive strategies. But the control group did not receive such an intervention. The collected data were analyzed using multivariate and univariate analysis of covariance
Results: The findings of the research showed that teaching metacognitive strategies has significantly led to an increase in academic well-being and academic help-seeking in the experimental group.
Conclusions: According to the results of the present study, it can be concluded that teaching metacognitive strategies can be considered as an effective method to increase academic help-seeking and academic well-being in female students.

کلیدواژه‌ها [English]

  • Metacognitive Strategies
  • Academic Help-seeking
  • Academic Well-being
  • Adolescent Students

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راهبردهای شناختی در یادگیری
دوره 12، شماره 22 - شماره پیاپی 22
بهار و تابستان 1403
مرداد 1403
صفحه 35-49

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