اثربخشی برنامه آموزش مبتنی بر نظریه یادگیری زایشی بر خودنظم‌جویی شناختی، فراشناختی و باورهای انگیزشی
الموضوعات :لیلا عروتی موفق 1 , صغری ابراهیمی قوام 2 , اسماعیل سعدی‌پور 3 , علی دلاور 4 , فریبرز درتاج 5
1 - دانشجوی دکتری روانشناسی تربیتی
دانشگاه علامه طباطبائی
2 - دانشیار گروه روانشناسی تربیتی دانشگاه علامه طباطبائی
3 - دانشیار گروه روانشناسی تربیتی دانشگاه علامه طباطبائی
4 - استاد گروه روانشناسی تربیتی دانشگاه علامه طباطبائی
5 - استاد گروه روانشناسی تربیتی
دانشگاه علامه طباطبائی
الکلمات المفتاحية: باورهای انگیزشی, خودنظم‌جویی, آموزش زایشی, خودنظم‌جویی شناختی, خودنظم‌جویی فراشناختی,
ملخص المقالة :
هدف این پژوهش تعیین اثربخشی آموزش زایشی مبتنی بر نظریه یادگیری زایشی بر بهبود خودنظم‌جویی شناختی، فراشناختی و باورهای انگیزشی دانشآموزان پایه هفتم بود.طرح پژوهش از نوع شبه‌تجربی همراه با پیش‌آزمون‌ـ‌پس‌آزمون و گروه گواه بود. 100دانش‌آموز با استفاده از روش نمونه‌برداری در دسترس و از میان دانشآموزان پایه هفتم همدان انتخاب شدند و به‌طور تصادفی به دو گروه آزمایش(۵۰ دانش‌آموز)و گروه گواه(۵۰ دانش‌آموز)نقسیم شدند.قبل و بعد از اجرای برنامه آموزش زایشی، پرسشنامه راهبردهای انگیزشی برای یادگیری(پینـتریچ و دیگـروت،1990)اجرا شد.برای تحلیل داده‌ها از تحلیل کوواریانس چندمتغیره(مانکووا)استفاده شد.نتایج نشان داد برنامه آموزش زایشی قادر است44درصد از تغییرات خودنظم‌جویی شناختی،32درصد از تغییرات خودنظم‌جویی فراشناختی و39درصد از تغییرات باورهای انگیزشی را تبیین کند.بر اساس این یافته‌ها می‌توان نتیجه گرفت که برنامه آموزش زایشی بر افزایش خودنظم‌جویی شناختی، فراشناختی و باورهای انگیزشی دانشآموزان تاثیرگذار است.
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