مقایسه اثربخشی آموزش مهارت‌های خودتنظیمی انگیزشی و آموزش مهارت‌های هیجانی- اجتماعی بر سرزندگی تحصیلی، تاب‌آوری و درگیری تحصیلی در دانش‌آموزان مقطع متوسطه دوره اول دارای عملکرد تحصیلی پایین ناحیه پنج تبریز
محورهای موضوعی : روانشناسی تربیتیرحیم احمدی 1 , سیدداود حسینی‌نسب 2 , معصومه آزموده 3
1 - دانشجوی دکترای روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
2 - استاد گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
3 - استادیار گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
کلید واژه: درگیری تحصیلی, مهارت‌های خودتنظیمی انگیزشی, مهارت‌های هیجانی- اجتماعی, سرزندگی تحصیلی- تاب‌آوری,
چکیده مقاله :
هدف کلی از انجام پژوهش حاضر مقایسه اثربخشی آموزش مهارت‌های خودتنظیمی انگیزشی و آموزش مهارت‌های هیجانی- اجتماعی بر سرزندگی تحصیلی، تاب‌آوری و درگیری تحصیلی در دانش‌آموزان مقطع متوسطه دوره اول دارای عملکرد تحصیلی پایین ناحیه پنج تبریز می‌باشد. روش تحقیق نیمه آزمایشی از نوع پیش‌آزمون و پس‌آزمون با گروه کنترل می‌باشد. جامعه آماری شامل کلیه دانش‌آموزان متوسطه دوره اول آموزش و پرورش ناحیه 5 تبریز می‌باشد از بین کل مدارس ناحیه 5 تعداد 19 مدرسه دارای عملکرد تحصیلی پایین بودند که از آنها به صورت نمونه‌گیری هدفمند سه مدرسه دارای کمترین میانگین پیشرفت تحصیلی انتخاب و از هر مدرسه 25 نفر دانش‌آموز بطور تصادفی در دو گروه آزمایش و یک گروه کنترل قرار گرفتند. ابزارهای اندازه‌گیری شامل آزمون سر زندگی تحصیلی، آزمون تاب‌آوری، آزمون درگیری تحصیلی می‌باشند. دو بسته آموزشی مهارت‌های خودتنظیمی انگیزشی و مهارت‌های هیجانی – اجتماعی بر روی دو گروه آزمایش اجرا شد. یافته‌های تحقیق حاکی از آن است که آموزش‌های مبتنی بر مهارت‌های خود تنظیمی انگیزشی بر سرزندگی تحصیلی و درگیری تحصیلی دانش‌آموزان مقطع متوسطه دوره اول تأثیر دارد. آموزش‌های مبتنی بر مهارت‌های هیجانی – اجتماعی بر سرزندگی تحصیلی، تاب‌آوری و درگیری تحصیلی دانش‌آموزان مقطع متوسطه دوره اول تأثیر دارد.
The overall purpose of this study was to compare the effectiveness of motivational self-regulatory skills training and emotional-social skills training on academic buoyancy, resilience and academic engagement in junior high school students with low academic performance in the fifth district of Tabriz. The research method is quasi-experimental of pre-test and post-test with control group. The statistical population includes all high school students in the first period of education in District 5 of Tabriz. Of the total schools in District 5, 19 schools had low academic performance, of which three schools had the lowest average academic achievement and 25 students from each school were randomly divided into two groups. Experiments and a control group were included. Measurement tools include academic buoyancy test, resilience test, and academic engagement test. Two training packages of motivational self-regulation skills and emotional-social skills were performed on the two experimental groups. Findings indicate that motivational self-regulatory skills training have an effect on academic buoyancy and academic engagement of junior high school students. Emotional-social skills training has an impact on academic buoyancy, resilience and academic engagement of students.
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Mavallaly, G; Barati, R and Taheri, M. (2014). The effectiveness of social skills training on reducing verbal and non-verbal aggression in male students with mental disabilities. Journal of Child Psychological Development, 1 (1), 81-71. [In Persian].
Mayer, J. D., & Brackett, M. A. (2014). Comparison of different definitions and tests of emotional intelligence. San Francisco: Jossey-Bass.
Meltzer, L. (2004). Executive function in the classroom: Metacognitive strategies for fostering academic success and resilience. In Learning Differences Conference, Cambridge, MA.
Mercer, S. H., Nellis, L. M., Martínez, R. S., & Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of school psychology, 49(3), 323-338.
Natalie, A., Kathryn, E., & Karla, J. (2006). Increasing on-task behavior in the classroom: extension of self-monitoring strategies. Psychology in the Schools, 43(2), 211-221.
Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance. Learning and Individual Differences, 20(6), 682-686.
Parhiz, S. M. (2015). The effect of self-regulatory training program based on Zimmerman and Kvach model on motivation, achievement and academic involvement, Master Thesis, Ferdowsi University of Mashhad.. [In Persian].
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470.
Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradović, J. (2014). An integrative view of school functioning: Transactions between self‐regulation, school engagement, and teacher–child relationship quality. Child development, 85(5), 1915-1931.
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress & Coping, 25(3), 349-358.
Ray, C. E., Elliott, S. N. (2015). Social Adjustment and Academic Achievement: A Predictive Model for Students With Diverse Academic and Behavior Competencies School Psychology Review, 35(3), 493-501.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267.
Rezvani, A. (2016). Investigating the role of using virtual social networks on academic engagement and academic vitality among students, M.Sc. Thesis, Payame Noor University of Gonabad. [In Persian].
Rezvan,S. Ahmadi,S.A. & Abedi, M.R.(2016)"The effect of met cognitive training on the academic achievement and happiness of Esfahan university conditional students". Counselling Psychology Quarterly. 19(4):514-428. [In Persian].
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of clinical psychology, 58(3), 307-321.
Ridder, D., & Wit, J. (2016). Self-regulation of health behavior: Concepts. Theories andcentral issues. pp. 1-23. Chichester, UK: Wiley.
Rokni, P., Arjmandnia, A. A., and Fatehabadi, J. (1394). Investigating the effect of social adequacy education on improving the behavioral performance of children with learning disabilities. Exceptional Children Quarterly, 15 (3), 54-43. [In Persian].
Saber, S., and Pasha Sharifi, H. (2014). Predicting the dimensions of academic engagement based on identity styles in first grade female students of public high schools in Tehran. Journal of Research in Curriculum Planning, 11 (10), 85-72.. [In Persian].
Salovey, P., & Sluyter, D. J. (2002). (eds), Emotional Development and Emotional Intelligence, Basic Books, New York.
Shadi, N. (2012). The Relationship between Self-Regulation and Self-Esteem with Resilience in High School Adolescents in Borazjan, M.Sc. Thesis, Islamic Azad University, Marvdasht Branch. [In Persian].
Siadat, S. M., and Jadidi, M. (2015). The effect of social skills training on self-esteem and identity dimensions of working children, Quarterly Journal of Educational Psychology, 11 (37), 19-1. [In Persian].
Singer, E. (2015). The strategies adopted by Dutch children with dyslexia to maintain their
Self-esteem when teased at school. Journal of Learning Disabilities, 38, 411-423.
Singh, K & Granvil, M. & Dika, S.(2014).Mathematics and science a chievement:effeets of motivation,interest,and academic. Psychological Self-Help. http.//mental help. Net/psyhelp/chap 4 / chap 4k.htm
Solberg, P.A.; Hopkins, W.G.; Ommundsen, Y.; & Halvari, H. (2012). Effects of three training types on vitality among older adults: A self-determination theory perspective.Psychology of Sport and Exercise, 13,407-417.
Speirs, T. & Martin, A.J. (2012) depressed mood amongst adolescents: the roles of perceivedcontrol and coping style, Australian Journal of Guidance and Counselling, 9, 55–76.
Su, C. Y., Lin, Y. H., Wu, Y. Y., & Chen, C. C. (2008). The role of cognition and adaptive behavior in employment of people with mental retardation. Research in developmental disabilities, 29(1), 83-95.
Taheri, M., Zafari, S., and Moradpour, Z. (2017). A Review of Self-Supervision Strategies in Exceptional Children, Quarterly Journal of Psychological Studies and Educational Sciences, 16 (2), 197-187. [In Persian].
Vaughn, S., Sinagub, J., & Kim, A. H. (2004). Social competence/social skills of students with learning disabilities: Interventions and issues. In Learning about learning disabilities (pp. 341-373). Academic Press.
Walker, O. L. (2011). Preschool Predictors of Social Problem-Solving and Their Relations to Social and Academic Adjustment in Early Elementary School. Thesis of doctor of Philosophy, University of Miami.
Zerang, R. (2002). Relationship between learning styles and academic engagement with academic performance of students of Ferdowsi University of Mashhad M.Sc. Thesis in Educational Psychology, Ferdowsi University of Mashhad, Faculty of Psychology and Educational Sciences. [In Persian].
Zimmerman, B.J (2010). Self – regulating academin learning and achievement: the emergence of a social cognitireperspective.edu.psychol.review.vol 2(2).
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Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of adolescence, 32(4), 797-817.
Cleary, T. J., & Zimmerman, B. J. (2004). Self‐regulation empowerment program: A school‐based program to enhance self‐regulated and self‐motivated cycles of student learning. Psychology in the Schools, 41(5), 537-550.
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Hong, E., & Peng, Y. (2008). Do Chinese students' perceptions of test value affect test performance? Mediating role of motivational and metacognitive regulation in test preparation. Learning and Instruction, 18(6), 499-512.
Jamali Paghaleh, S., Abedi, A., & Nazari Badi, M. (2013). The comparison of the effectiveness of emotional-social learning program and social problem solving training on reducing ODD symptoms (parent assessment). Journal of Clinical Psychology, 12(3), 43-70. [In Persian].
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Lang, M. C. (2012). Helping children understand learning disabilities: The relationship between self-realization and psychological empowerment. Georgia State University.
Lopes, P. N., Salovey, P., & Straus, R. (2013). Emotional intelligence, personality and the perceived quality of social relationships. Elsevier; p. 641-58.
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Magno, C. (2010). Assessing Academic Self-regulated learning among Filipino college students: the factor structure and item fit, The International Journal of Educational
And Psychological Assessment, 5, 61-76.
Mard Ali, L., and Koushki, S. (2008). The Relationship between Self-Regulation and Academic Achievement, Journal of Thought and Behavior, 7 (2), 16-14. [In Persian].
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and Educational correlates: A construct validity approach. Psychology in the Schools,
43(3), 267-281.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53-83.
Mavallaly, G; Barati, R and Taheri, M. (2014). The effectiveness of social skills training on reducing verbal and non-verbal aggression in male students with mental disabilities. Journal of Child Psychological Development, 1 (1), 81-71. [In Persian].
Mayer, J. D., & Brackett, M. A. (2014). Comparison of different definitions and tests of emotional intelligence. San Francisco: Jossey-Bass.
Meltzer, L. (2004). Executive function in the classroom: Metacognitive strategies for fostering academic success and resilience. In Learning Differences Conference, Cambridge, MA.
Mercer, S. H., Nellis, L. M., Martínez, R. S., & Kirk, M. (2011). Supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of school psychology, 49(3), 323-338.
Natalie, A., Kathryn, E., & Karla, J. (2006). Increasing on-task behavior in the classroom: extension of self-monitoring strategies. Psychology in the Schools, 43(2), 211-221.
Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: A longitudinal study on academic performance. Learning and Individual Differences, 20(6), 682-686.
Parhiz, S. M. (2015). The effect of self-regulatory training program based on Zimmerman and Kvach model on motivation, achievement and academic involvement, Master Thesis, Ferdowsi University of Mashhad.. [In Persian].
Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470.
Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradović, J. (2014). An integrative view of school functioning: Transactions between self‐regulation, school engagement, and teacher–child relationship quality. Child development, 85(5), 1915-1931.
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress & Coping, 25(3), 349-358.
Ray, C. E., Elliott, S. N. (2015). Social Adjustment and Academic Achievement: A Predictive Model for Students With Diverse Academic and Behavior Competencies School Psychology Review, 35(3), 493-501.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational Psychology, 36(4), 257-267.
Rezvani, A. (2016). Investigating the role of using virtual social networks on academic engagement and academic vitality among students, M.Sc. Thesis, Payame Noor University of Gonabad. [In Persian].
Rezvan,S. Ahmadi,S.A. & Abedi, M.R.(2016)"The effect of met cognitive training on the academic achievement and happiness of Esfahan university conditional students". Counselling Psychology Quarterly. 19(4):514-428. [In Persian].
Richardson, G. E. (2002). The metatheory of resilience and resiliency. Journal of clinical psychology, 58(3), 307-321.
Ridder, D., & Wit, J. (2016). Self-regulation of health behavior: Concepts. Theories andcentral issues. pp. 1-23. Chichester, UK: Wiley.
Rokni, P., Arjmandnia, A. A., and Fatehabadi, J. (1394). Investigating the effect of social adequacy education on improving the behavioral performance of children with learning disabilities. Exceptional Children Quarterly, 15 (3), 54-43. [In Persian].
Saber, S., and Pasha Sharifi, H. (2014). Predicting the dimensions of academic engagement based on identity styles in first grade female students of public high schools in Tehran. Journal of Research in Curriculum Planning, 11 (10), 85-72.. [In Persian].
Salovey, P., & Sluyter, D. J. (2002). (eds), Emotional Development and Emotional Intelligence, Basic Books, New York.
Shadi, N. (2012). The Relationship between Self-Regulation and Self-Esteem with Resilience in High School Adolescents in Borazjan, M.Sc. Thesis, Islamic Azad University, Marvdasht Branch. [In Persian].
Siadat, S. M., and Jadidi, M. (2015). The effect of social skills training on self-esteem and identity dimensions of working children, Quarterly Journal of Educational Psychology, 11 (37), 19-1. [In Persian].
Singer, E. (2015). The strategies adopted by Dutch children with dyslexia to maintain their
Self-esteem when teased at school. Journal of Learning Disabilities, 38, 411-423.
Singh, K & Granvil, M. & Dika, S.(2014).Mathematics and science a chievement:effeets of motivation,interest,and academic. Psychological Self-Help. http.//mental help. Net/psyhelp/chap 4 / chap 4k.htm
Solberg, P.A.; Hopkins, W.G.; Ommundsen, Y.; & Halvari, H. (2012). Effects of three training types on vitality among older adults: A self-determination theory perspective.Psychology of Sport and Exercise, 13,407-417.
Speirs, T. & Martin, A.J. (2012) depressed mood amongst adolescents: the roles of perceivedcontrol and coping style, Australian Journal of Guidance and Counselling, 9, 55–76.
Su, C. Y., Lin, Y. H., Wu, Y. Y., & Chen, C. C. (2008). The role of cognition and adaptive behavior in employment of people with mental retardation. Research in developmental disabilities, 29(1), 83-95.
Taheri, M., Zafari, S., and Moradpour, Z. (2017). A Review of Self-Supervision Strategies in Exceptional Children, Quarterly Journal of Psychological Studies and Educational Sciences, 16 (2), 197-187. [In Persian].
Vaughn, S., Sinagub, J., & Kim, A. H. (2004). Social competence/social skills of students with learning disabilities: Interventions and issues. In Learning about learning disabilities (pp. 341-373). Academic Press.
Walker, O. L. (2011). Preschool Predictors of Social Problem-Solving and Their Relations to Social and Academic Adjustment in Early Elementary School. Thesis of doctor of Philosophy, University of Miami.
Zerang, R. (2002). Relationship between learning styles and academic engagement with academic performance of students of Ferdowsi University of Mashhad M.Sc. Thesis in Educational Psychology, Ferdowsi University of Mashhad, Faculty of Psychology and Educational Sciences. [In Persian].
Zimmerman, B.J (2010). Self – regulating academin learning and achievement: the emergence of a social cognitireperspective.edu.psychol.review.vol 2(2).