بررسی رابطه حافظه کاری و بهره هوشی با پیشرفت تحصیلی دانش‌آموزان دختریک‌زبانه و دو زبانه دبیرستان‌های تهران
محورهای موضوعی : روانشناسی تربیتی
زینب زحمتکش
1
(
دانش‌آموخته کارشناسی‌ارشد واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
)
سیدداود حسینی‌نسب
2
(
استاد گروه روانشناسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران
)
ابوطالب سعادتی‌شامیر
3
(
استادیار دانشگاه بجنورد
)
کلید واژه: حافظه‌کاری, بهره‌هوشی, پیشرفت‌تحصیلی, دانش‌آموزان‌‌دوزبانه, دانش‌آموزان‌یک‌زبانه,
چکیده مقاله :
پژوهش حاضر با هدف تعیین رابطه و تفاوت حافظه کاری و هوش و سهم آنها در پیش‌بینی پیشرفت تحصیلی در دانش‌آموزان دختریک‌زبانه و دو زبانه انجام شد. نمونه‌ای متشکل از 366 دانش‌آموز دختر مقطع متوسطه با استفاده از روش نمونه‌گیری چند مرحله‌ای، انتخاب شدند. برای سنجش حافظه کاری و بهره هوشی به ترتیب از آزمون شاخص پردازش اطلاعات (IPI) و از ماتریس‌های پیش رونده ریون استفاده شد. معدل پایانی دانش‌آموزان به عنوان شاخص پیشرفت تحصیلی محاسبه شد. در این پژوهش با استفاده از ضریب همبستگی پیرسون، آزمون t گروه‌های مستقل رابطه و تفاوت حافظه کاری و هوش در دانش‌آموزان یک‌زبانه و دو زبانه بدست آمد و تحلیل رگرسیون گام به گام جهت پیش‌بینی سهم حافظه کاری و بهره هوشی در پیشرفت تحصیلی استفاده شد. نتایج بدست آمده نشان داد که بین نمرات حافظه کاری، هوش و پیشرفت تحصیلی در دانش‌آموزان یک‌زبانه و دو رابطه معنی‌دار وجود دارد. با این حال، هر چند میانگین نمرات دانش‌آموزان دو زبانه در نمرات بهره هوشی بالاتر از نمونه‌های یک‌زبانه بود، اما بین این دو گروه تفاوت معنی‌داری مشاهده نشد. بعلاوه، تفاوت بین حافظه کاری و پیشرفت تحصیلی در بین نمونه‌های یک‌زبانه و دو زبانه به نفع دوزبانه‌ها معنی‌دار بود. هرچند دانش‌آموزان دو زبانه به دلیل تجربه‌ها و ذخایر بیشتر زبانی در حوزه ساختاری آوایی و معنایی عملکرد بهتری از همتایان یک‌زبانه در تکالیف حافظه کاری و پیشرفت تحصیلی دارند. اما این برتری را در نمره هوش، به دلیل کم بودن وزن متغیر زبان در مقایسه با سایر متغیرهای تأثیرگذار در نمرات هوش نمی‌توانند حفظ کنند.
The present study sought to investigate the relationship and difference between working memory and intelligence and their role in predicting the academic achievement of female students in monolingual and bilingual high schools of Tehran. A sample of 366 female high students were selected through multistaged sampling. To measure the students̕ working memory and intelligence, the researchers used information processing index (IPI) and Raven̕s progressive matrix respectively. The students̕ GPAs were used as the indicator of their academic achievement. In this study, using Pearson correlation coefficient and independent samples T-test, the relationship and difference between working memory and intelligence of bilingual and monolingual students were found, and the regression analysis were run in order to predict the role of working memory and intelligence in the students' academic achievement. The obtained results revealed that there was a significant relationship among the scores of working memory, intelligence, and academic achievement. However, although the scores of the bilingual students in intelligence test were higher than those of monolingual students, there was no significant difference between these two groups. Moreover, working memory and academic achievement were significantly higher among bilingual students as compared to monolinguals. Although bilingual students, due to having plenty of linguistic recourses and experiences in phonological in phonological and semantic structures, have a better performance in their working memory and academic achievement assignments as compared to their monolingual counterpart's, they cannot achieve better scores in intelligence tests due to the pivotal role of language as compared to other more effective variables in intelligence scores
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