مطالعه‌ اثر تفکر انتقادی و تفکر خلاق بر یادگیری خودتنظیم با میانجی‌گری هوش هیجانی

الموضوعات :

وحید رحیم زاده ¹ (کارشناسی ارشد تحقیقات آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)
نادر حیدری رضی آباد ² (دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)
مهدی معینی کیا ³ (استاد گروه آموزش علوم‌ تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)
عادل زاهد بابلان ⁴ (استاد گروه آموزش علوم‌ تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)

تاريخ الإرسال : 13 الجمعة , شعبان, 1445 تاريخ التأكيد : 21 الأربعاء , ذو القعدة, 1445 تاريخ الإصدار : 11 السبت , شوال, 1445

الکلمات المفتاحية: هوش هیجانی, تفکر انتقادی, تفکر خلاق, دانش‌آموزان دوره دوم ابتدایی, یادگیری خودتنظیم,

ملخص المقالة :

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.

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