رابطه بین هوش سیال و درک مطلب با نقش تعدیل کننده مهارت‌های ارتباطی در دانش‌آموزان پایه پنجم ابتدائی ناحیه دو مشهد
محورهای موضوعی : تعلیم و تربیت
الهام ایلاتی
1
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محبوبه منتظرعطایی
2
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1 - دانش آموخته گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران.
2 - استادیار، گروه علوم تربیتی، واحد مشهد، دانشگاه آزاد اسلامی، مشهد، ایران
کلید واژه: هوش سیال, درک مطلب, مهارت‌های ارتباطی, دانش‌آموزان,
چکیده مقاله :
مقدمه و هدف: در دنیای امروز، نظام‌های آموزشی با چالش‌های متعددی مواجه هستند که نیازمند شناسایی و تقویت عوامل مؤثر بر یادگیری و پیشرفت تحصیلی دانش‌آموزان می‌باشند لذا این پژوهش با هدف بررسی رابطه بین هوش سیال و درک مطلب با نقش تعدیل کننده مهارت‌های ارتباطی در دانش‌آموزان پایه پنجم ابتدائی ناحیه دو مشهد انجام شده است.
روش شناسی پژوهش: روش تحقیق پژوهش، توصیفی، و از نوع همبستگی بود. جامعه آماری پژوهش حاضر شامل كليه دانش‌آموزان پایه پنجم ابتدائی ناحیه دو مشهد در سال تحصیلی 1403-1402 به تعداد 5951 نفر بوده است. حجم نمونه براساس جدول کرجسی و مورگان به تعداد 361 نفر به شیوه تصادفی طبقه‌ای برحسب جنسیت به عنوان نمونه انتخاب شده‌اند. ابزار گردآوری داده‌ها در این پژوهش، پرسشنامه هوش سیالی دی فابیو و بوسونی (2007)، پرسشنامه درک مطلب نگاهدار و همکاران (1398)، و پرسشنامه مهارت‌های ارتباطی بارتون (1990) بود. تجزیه و تحلیل داده‌ها با استفاده از آزمون كلموگروف اسمیرنوف، آزمون همبستگی پیرسون و مدل‌سازی معادلات ساختاری با استفاده از نرم‌افزارهای SPSS و Smart PLS انجام شد
یافته ها: یافته‌ها نشان داد که بین هوش سیال و مهارت‌های ارتباطی با درک مطلب در دانش‌آموزان رابطه وجود دارد. همچنین مهارت‌های ارتباطی در رابطه بین هوش سیال و درک مطلب در دانش‌آموزان نقش تعدیل‌گری دارد.
بحث و نتیجه گیری: این نتایج نشان‌دهنده اهمیت توجه همزمان به عوامل شناختی (نظیر هوش سیال) و عوامل بین‌فردی (مانند مهارت‌های ارتباطی) در طراحی برنامه‌های آموزشی و یادگیری می‌باشد. لذا توصیه می‌شود سیاست‌گذاران و مسئولان آموزشی، در کنار آموزش مهارت‌های علمی، برنامه‌هایی برای تقویت مهارت‌های ارتباطی در محیط‌های آموزشی تدارک ببینند تا از این طریق، زمینه بهبود عملکرد تحصیلی و درک مطلب دانش‌آموزان فراهم شود.
Introduction: In today's world, educational systems face numerous challenges that require identifying and strengthening factors affecting students' learning and academic achievement. Therefore, this study aimed to investigate the relationship between fluid intelligence and reading comprehension with the moderating role of communication skills in fifth grade elementary students in Mashhad District.
research methodology: The research method was descriptive and correlational. The statistical population of the present study included all fifth grade elementary students in Mashhad District 2 in the academic year 1402-1403, totaling 5951 people. The sample size was 361 people, selected as a sample by stratified random sampling method according to gender, based on the Krejci and Morgan table. The data collection tools in this study were the Di Fabio and Busoni Fluid Intelligence Questionnaire (2007), Negahdar et al. Reading Comprehension Questionnaire (2019), and Barton Communication Skills Questionnaire (1990). Data analysis was performed using the Kolmogorov-Smirnov test, Pearson correlation test, and structural equation modeling using SPSS and Smart PLS software.
Findings: The findings showed that there is a relationship between fluid intelligence and communication skills with reading comprehension in students. Also, communication skills play a moderating role in the relationship between fluid intelligence and reading comprehension in students.
Conclusion: These results indicate the importance of simultaneously paying attention to cognitive factors (such as fluid intelligence) and interpersonal factors (such as communication skills) in designing educational and learning programs. Therefore, it is recommended that policymakers and educational officials, in addition to teaching scientific skills, provide programs to strengthen communication skills in educational environments, in order to improve students' academic performance and comprehension
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