مطالعه اثر تفکر انتقادی و تفکر خلاق بر یادگیری خودتنظیم با میانجیگری هوش هیجانی
محورهای موضوعی :
تکتونواستراتیگرافی
وحید رحیم زاده
1
,
نادر حیدری رضی آباد
2
,
مهدی معینی کیا
3
,
عادل زاهد بابلان
4
1 - کارشناسی ارشد تحقیقات آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
2 - دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
3 - استاد گروه آموزش علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
4 - استاد گروه آموزش علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.
تاریخ دریافت : 1402/12/04
تاریخ پذیرش : 1403/03/09
تاریخ انتشار : 1403/02/01
کلید واژه:
هوش هیجانی,
تفکر انتقادی,
تفکر خلاق,
دانش‌آموزان دوره دوم ابتدایی,
یادگیری خودتنظیم,
چکیده مقاله :
زمینه و هدف: هدف از انجام این پژوهش مطالعه‌ی اثر تفکر انتقادی و تفکر خلاق بر یادگیری خودتنظیم با میانجیگری هوش هیجانی بود.
روش: روش این پژوهش از نظر هدف کاربردی، از نظر ماهیت کمی و از منظر روش اجرا توصیفی از نوع همبستگی (مدل معادلات ساختاری) بود. جامعه آماری پژوهش تمامی دانش‌آموزان دوره دوم ابتدایی ناحیه 2 اردبیل در سال تحصیلی 1402-1401 بودند که تعداد آنان در حدود 13500 نفر بود و تعداد 374 نفر از آنها به عنوان نمونه آماری با روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. ابزار گردآوری اطلاعات پرسشنامه تفکر انتقادی رجایی، پرسشنامه تفکر خلاق ولش و مک داوال ، پرسشنامه هوش هیجانی شات و همکاران و پرسشنامه یادگیری خودتنظیم بوفارد و همکاران بودند.
یافته ها: یافته‌ها حاکی از آن بودند که همه شاخص‌های مطلق، تطبیقی و مقتصد مدل مطلوب هستند و تفکر انتقادی و تفکر خلاق می‌توانند هم به‌صورت مستقیم و هم به‌صورت غیرمستقیم با درنظرگرفتن نقش میانجی هوش هیجانی روی یادگیری خودتنظیم تأثیر داشته باشند (p<0.05).
نتیجه گیری: در نهایت پیشنهاد می‌شود توجه خانواده‌ها و مدارس به تقویت تفکر انتقادی و تفکر خلاق جلب شود. هم‌چنین، با توسعه هوش هیجانی در دانش‌آموزان تحت قالب برنامه‌های مدون و مستمر، در راستای افزایش یادگیری خودتنظیم آنان گام برداشت.
چکیده انگلیسی:
Background and purpose: The purpose of this research was to study the effect of critical thinking and creative thinking on learning self-regulation with the mediation of emotional intelligence.
Methods: The present research method was applied in terms of objective, quantitative in nature, and descriptive in terms of correlation type (structural equation model). The statistical population of the research was all the students of the second year of elementary school in the 2nd district of Ardabil in the academic year of 2022-2023, whose number was about 13500, and 374 of them were selected as a statistical sample using stratified random sampling. The data collection tools were the Rajaee's Critical Thinking Questionnaire, the Welch and McDowall's Creative Thinking Questionnaire, the Schutte et al.'s Emotional Intelligence Questionnaire, and the Bouffard et al.'s Self-Regulated Learning Questionnaire.
Findings: The findings indicated that all the absolute, comparative and parsimonious indicators of the model are favorable and critical thinking and creative thinking can have an effect on self-regulation learning both directly and indirectly by considering the mediating role of emotional intelligence (p<0.05).
Conclusion: Finally, it is suggested to draw the attention of families and schools to strengthening critical thinking and creative thinking. Also, with the development of emotional intelligence in students under the format of codified and continuous programs, he took a step towards increasing their self-regulation learning.
منابع و مأخذ:
1. Seif A. Modern educational psychology: Psychology of learning and education. Tehran: Doran Publishing. 2016. [In Persian].
2. Moura A, MacPhail A, Graça A, Batista P. Encouraging Students to Co-Construct and Co-and Self-Regulate Their Learning Within a Cooperative Learning Environment in Physical Education. Journal of Teaching in Physical Education. 2023;1(aop):1-10.
3. García-Pérez D, Fraile J, Panadero E. Learning strategies and self-regulation in context: How higher education students approach different courses, assessments, and challenges. European Journal of Psychology of Education. 2021;36(2):533-50.
4. Hyytinen H, Nissinen K, Kleemola K, Ursin J, Toom A. How do self-regulation and effort in test-taking contribute to undergraduate students’ critical thinking performance? Studies in Higher Education. 2024;49(1):192-205.
5. Khojasteh S, Riazi A. The Effect of Teaching Self-Regulated Learning Strategies on Critical Thinking and Mental Health of 6th Elementary Students. Educ Strategy Med Sci. 2022;14:371-362. [In Persian].
6. Mardhiyah RH, Aldriani SNF, Chitta F, Zulfikar MR. Pentingnya keterampilan belajar di abad 21 sebagai tuntutan dalam pengembangan sumber daya manusia. Lectura: Jurnal Pendidikan. 2021;12(1):29-40.
7. Abdimannobovna ML, Sharifovna YD. Implementation Bases Of Using Multimedia Technologies In The Organization Of Educational Process. Think India Journal. 2019;22(4):5898-904.
8. Kurinenko I, Alexandrovitch M, Barchi B. EMOTIONAL INTELLIGENCE IN THE STRUCTURE OF PERSONALITY SELF-REGULATION. Psychology Travelogs. 2023(3):146-53.
9. Le H, Jiang Z, Radford K. Leader-member exchange and subjective well-being: The moderating role of metacognitive cultural intelligence. Personnel Review. 2021;50(3):954-70.
10. Goh E, Kim HJ. Emotional intelligence as a predictor of academic performance in hospitality higher education. Journal of Hospitality & Tourism Education. 2021;33(2):140-6.
11. Indriani NCL, MUSTAJİ M, MARİONO A. The Influence of Web-Based Learning on Students' Self-Regulated Learning in High School Chemistry Learning. International Journal of Educational Research Review. 2023;8(2):257-67.
12. Afshari S, Bahrainian SA, Shahabizadeh F. The effectiveness of metacognition training on motivational beliefs and self-regulated learning strategies of students with learning disorders. Journal of Adolescent and Youth Psychological Studies (JAYPS). 2022;3(1):382-94. [In Persian].
13. Ahmadi M, Koraim MA, Zargami E. Fitness of Causal-Structural Relationships between Self-Efficacy and Self-Regulation with Internet Addiction by Mediating Quality of Life in Tehran's Adolescents. Journal of Psychological Methods and Models. 2023;14(52):35-52. [In Persian].
14. Kuhlmann SL, Bernacki ML, Greene JA. A multimedia learning theory‐informed perspective on self‐regulated learning. New Directions for Teaching and Learning. 2023;2023(174):17-23.
15. Boor I, Cornelisse S. How to encourage online self-regulation of students. Communications of the Association for Information Systems. 2021;48(1):27.
16. Kim Y-e, Zepeda CD, Butler AC. An interdisciplinary review of self-regulation of learning: Bridging cognitive and educational psychology perspectives. Educational Psychology Review. 2023;35(3):92.
17. Abdimannabovna ML. Possibilities of an Integrative Approach to the Formation of A Culture of Environmental Safety. European Scholar Journal. 2021;2(11):43-4.
18. Li L, Zhu M-l, Shi Y-q, Yang L-l. Influencing factors of self-regulated learning of medical-related students in a traditional Chinese medical university: A cross-sectional study. BMC Medical Education. 2023;23(1):87.
19. Algiani SR, Artayasa IP, Sukarso A, Ramdani A. Application of guided inquiry model using self-regulated learning approach to improve student's creative disposition and creative thinking skill in biology subject. Jurnal Penelitian Pendidikan IPA. 2023;9(1):221-30.
20. Anwar YAS, Muti'ah Ma. Exploration of critical thinking and self‐regulated learning in online learning during the COVID‐19 pandemic. Biochemistry and Molecular Biology Education. 2022;50(5):502-9.
21. Vidal S, Pereira A, Núñez JC, Vallejo G, Rosendo D, Miranda S, et al. Critical thinking predictors: the role of family-related and motivational variables. Thinking Skills and Creativity. 2023;49:101348.
22. Akcaoğlu MÖ, Mor E, Külekçi E. The mediating role of metacognitive awareness in the relationship between critical thinking and self-regulation. Thinking Skills and Creativity. 2023;47:101187.
23. Hasanah U, Astra I, Sumantri MS. Exploring the Need for Using Science Learning Multimedia to Improve Critical Thinking Elementary School Students: Teacher Perception. International Journal of Instruction. 2023;16(1).
24. Siahaan EYS, Muhammad I, Dasari D. Trend of critical thinking skill researches in mathematics education in Scopus database across Indonesia: From research design to data analysis. International Journal of Trends in Mathematics Education Research. 2023;6(2):151-61.
25. Dilekçi A, Karatay H. The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking skills and creativity. 2023;47:101229.
26. Zulyusri Z, Elfira I, Lufri L, Santosa TA. Literature study: Utilization of the PjBL model in science education to improve creativity and critical thinking skills. Jurnal Penelitian Pendidikan IPA. 2023;9(1):133-143.
27. Sidauruk A, Silalahi D, Herman H. The Effect of Problem Based Learning (PBL) on Writing Recount Text at Grade Ten of SMK Negeri 2 Pematangsiantar. Journal of English Teaching as a Foreign Language. 2020;6(1):29-43.
28. Bahar M, Aksut P. Investigation on the Effects of Activity-Based Science Teaching Practices in the Acquisition of Problem Solving Skills for 5-6 Year Old Pre-School Children. Journal of Turkish Science Education. 2020;17(1):22-39.
29. Bahtiar B, Ibrahim I, editors. The science literacy profile based on students’ creative thinking skill in the time of COVID-19 pandemic using blended learning. International Conference on Madrasah Reform 2021 (ICMR 2021); 2022: Atlantis Press.
30. Purwati S. Profile of Students' Creative Thinking Skills in High School. Thinking Skills and Creativity Journal. 2022;5.(1).
31. Dadakhon T, Sabohat A. Developing Creative Thinking through Primary School Students Solving Problems. European Multidisciplinary Journal of Modern Science. 2022;6:71-6.
32. Muxtarova LA. Ways of formation of ecological culture in children of primary age. Asian Journal Of Multidimensional Research. 2021;10(4):648-52.
33. Zielińska A, Lebuda I, Ivcevic Z, Karwowski M. How adolescents develop and implement their ideas? On self-regulation of creative action. Thinking skills and creativity. 2022;43:100998.
34. Wang C, Zhang X, Pan Y. Comparing Different Creative Process Measurement Techniques within a Self-regulated Learning Framework to Enhance the Sustainability of Arts Education Progress. 2023.
35. Schumacher C, Ifenthaler D. Investigating prompts for supporting students' self-regulation–A remaining challenge for learning analytics approaches? The Internet and Higher Education. 2021;49:100791.
36. Laulié L, Briceño-Jiménez G, Henríquez-Gómez G. Exploring self-regulation theory as a mechanism of the effects of psychological contract fulfillment: The role of emotional intelligence. Frontiers in Psychology. 2023;14:1090094.
37. D'Amico A, Geraci A. Beyond emotional intelligence: The new construct of meta-emotional intelligence. Frontiers in Psychology. 2023;14:1096663.
38. Sahami S, Fattahi Z, Zakirin R. An Analysis of Epic Education: Innovative Approach of Education in Religious Teachings. Journal of Psychological Methods and Models. 2023;14(53):77-96. [In Persian].
39. Binsaeed RH, Yousaf Z, Grigorescu A, Condrea E, Nassani AA. Emotional Intelligence, Innovative Work Behavior, and Cultural Intelligence Reflection on Innovation Performance in the Healthcare Industry. Brain Sciences. 2023;13(7):1071.
40. XXX SA. PSYCHOLOGICAL DESCRIPTION OF THE CONCEPT OF EMOTIONAL INTELLIGENCE. Spectrum Journal of Innovation, Reforms and Development. 2022;7:71-5.
41. Bhanbhro A, Memon SB, Qureshi A, Mushtaque M, Iqbal S, Akhtar S. Job Embeddedness and Employee Work Engagement: Mediating Role of Innovative Work Behavior. International Journal of Management (IJM). 2021;12.(1).
42. Homayouni A, Abdollahi MH, Hashemi S, Farzad V, Dortaj F. The mediating role of language anxiety in the relationship between creativity and emotional intelligence with learning English in bilingual students. Journal of Psychological Methods and Models. 2022;13(49):43-54. [In Persian].
43. Rakhmatova A. PSYCHOLOGICAL AND SOCIAL CHARACTERISTICS OF STUDENTS’EMOTIONAL INTELLIGENCE. International Bulletin of Applied Science and Technology. 2023;3(6):363-5.
44. Mohammadi RR, Saeidi M, Abdollahi A. Modelling the interrelationships among self-regulated learning components, critical thinking and reading comprehension by PLS-SEM: A mixed methods study. System. 2023;117:103120.
45. Purwoko AA, Savalas LRT, Burhanuddin B, Anwar YAS, editors. Analysis of chemistry students’ critical thinking and its relationship to self-regulated learning in online learning. AIP Conference Proceedings; 2022: AIP Publishing.
46. Widana IW. Meta-analysis: The relationship between self-regulated learning and mathematical critical reasoning. Education Innovation Diversity. 2022;1(4):64-75.
47. Ali D, Zubaidah Amir M, Vebrianto R. Literature Review: Mathematical Creative Thinking Ability, and Students' Self Regulated Learning to Use an Open Ended Approach. Malikussaleh Journal of Mathematics Learning. 2021;4(1):52-61.
48. Putri Mubarika M, Faiqoh E, Dwi Raharjo T, Yaniawati P. The Influence of Mathematical Creative Thinking Ability on Students' Self-Regulated Learning Through a Scientific Approach: UNIVERSITAS PASUNDAN; 2023.
49. Tashtoush M, Alshunaq M, Albarakat A. The effectiveness of self-regulated learning (SLR) in creative thinking for calculus Students. PalArch's Journal of Archaeology of Egypt/Egyptology. 2020;17(7):6630-52.
50. Christodoulakis A, Kritsotakis G, Gkorezis P, Sourtzi P, Tsiligianni I, editors. Linking learning environment and critical thinking through emotional intelligence: a cross-sectional study of health sciences students. Healthcare; 2023: MDPI.
51. Mustofa RF, Rachmawati M, Nuryadin E. Relationship between emotional intelligence and self-regulated learning of students in Biology subjects. International Journal for Educational and Vocational Studies. 2022;4(1):64-69.
52. Nejati S, Bashardoust S, Saberi H. The Relationship between Emotional Intelligence and Critical Thinking Style with Clinical Decision-making with the Mediation of Self-efficacy Beliefs and Self-confidence in the Nursing Staff of Rasht Hospitals. 2022.
53. Majid HY. Emotional Intelligence and Its Relationship to Self-Regulation Among University Students. Journal of Al-Farahidi's Arts. 2023;15(52| First Part).
54. Shafait Z, Yuming Z, Meyer N, Sroka W. Emotional intelligence, knowledge management processes and creative performance: modelling the mediating role of self-directed learning in higher education. Sustainability. 2021;13(5):2933.
_||_
