رابطه آگاهیهای فراشناختی با خودپنداره تحصیلی، نگرش نسبت به مدرسه و سازگاری اجتماعی دانش آموزان
محورهای موضوعی : آموزش و پرورش
1 - استادیارگروه مدیریت آموزشی، واحد کرمانشاه، دانشگاه آزاد اسلامی،کرمانشاه، ایران.
2 - کارشناسی ارشد تکنولوژی آموزشی. دبیر آموزش و پرورش
کلید واژه: سازگاری اجتماعی, آگاهیهای فراشناختی, خودپنداره تحصیلی, نگرش نسبت به مدرسه, شهرستان سرپل‌ذهاب,
چکیده مقاله :
هدف از این پژوهش بررسی رابطه بین آگاهیهای فراشناختی با خودپنداره تحصیلی، نگرش نسبت به مدرسه و سازگاری اجتماعی دانش آموزان پسر سال اول متوسطه شهرستان سرپل ذهاب می‌باشد. جمع‌آوری داده‌های پژوهشی به شیوه میدانی و با مراجعه به آزمودنی‌ها و انتخاب نمونه از جامعه آماری صورت گرفته است و نیز اطلاعات مربوط به چارچوب نظری و مباحث تئوری آن با مراجعه به منابع علمی و به شیوة کتابخانه‌ای انجام شده است. جامعه آماری این پژوهش، کلیه دانش‌آموزان سال اول پسر روزانه (دولتی) مدارس متوسطه شهرستان سرپل‌ذهاب که در سال تحصیلی 92-91 مشغول به تحصیل بوده‌اند می‌باشد. تعداد این دانش‌آموزان برابر 530 نفر می‌باشد. پس از هماهنگی‌های لازم با اداره آموزش و پرورش سرپل‌ذهاب و با استفاده از روش نمونه‌گیری خوشه‌ای چند مرحله‌ای 223 نفر به صورت تصادفی انتخاب شدند. ابزار اندازه‌گیری پژوهش شامل: پرسشنامه آگاهیهای فراشناختی شراو ودنیسون (M.A.I)، پرسشنامه خودپنداره تحصیلی مارش (ASCQ)، پرسشنامه نگرش نسبت به مدرسه (ASSA-R)، آزمون شخصیت کالفرنیا بود. پس از پر کردن پرسشنامه‌ها، پرسشنامه‌ها جمع‌آوری گردید و اطلاعات بر اساس هر پرسشنامه دسته‌بندی گردیدو داده‌ها از طریق همبستگی پیرسون تجزیه و تحلیل شد و نتایج زیر به دست آمد: بین آگاهیهای فراشناختی و خودپنداره تحصیلی دانش‌آموزان پسر سال اول متوسطه شهرستان سرپل ذهاب در سطح معنی‌داری 001/0 رابطه وجود دارد. بین آگاهیهای فراشناختی و نگرش نسبت به مدرسه دانش‌آموزان پسر سال اول متوسطه شهرستان سرپل ذهاب در سطح معنی‌داری 001/0 رابطه وجود دارد. بین آگاهیهای فراشناختی و سازگاری اجتماعی دانش‌آموزان پسر سال اول متوسطه شهرستان سرپل ذهاب در سطح معنی‌داری 001/0رابطه وجود دارد.
This study examined the relationship between metacognitive awareness and academic self-concept, attitude toward school and social adjustment of first year high school students are Sarpolzohab city. Data collection methods was field research and was conducted with referring to the population and selection of subjects from among them. Furthermore, information of the conceptual framework and the theoretical discussion were gathered by referring to scientific sources and the library lady. Using multistage cluster sampling method, 223 patients were randomly selected from among all 530 students in the boy Daily (state) schools of Sarpolzohab city busy studying in the academic year of 13 91-92. Measurement tools included: metacognitive awareness questionnaire (MAI) by Shrav Vdnysvn (..year..), academic self-concept questionnaire (ASCQ) by Marsh(…), questionnaire on attitude toward school (ASSA-R), and the California Personality Test. Pearson Product moment correlation was used to analyze the data. The results were as follows: meta-awareness and self-concept among first-year secondary school students in Sarpolzohab city were significantly correlated. The correlation between metacognitive awareness and attitudes among secondary school students in the first year was significant and finally, metacognitive awareness and social adjustment of middle school students in the first year significant level were correlated significantly.
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