اثربخشی آموزش حل مسأله بر کاهش اضطراب ریاضی دانش‌آموزان با سبک شناختی وابسته به زمینه در سال تحصیلی 1392 ـ 1391

الموضوعات : پژوهش در برنامه ریزی درسی

سعید ویسی کهره ¹ (1، 2، 5، 6 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه بوعلی سینا همدان، همدان، ایران)
صدف ایمانی ² (1، 2، 5، 6 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه بوعلی سینا همدان، همدان، ایران)
رسول کردنوقابی ³ (1دانشیار گروه روان‌شناسی دانشگاه بوعلی سینا همدان، همدان، ایران)
مسلم ویسی پور ⁴ (4 کارشناس ارشد روان‌شناسی بالینی، واحد ایلام، دانشگاه آزاد اسلامی، ایلام، ایران)
هادی طهماسیان ⁵ (1، 2، 5، 6 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه بوعلی سینا همدان، همدان، ایران)
عباس ربیعی مصباح ⁶ (1، 2، 5، 6 کارشناس ارشد روان‌شناسی تربیتی، دانشگاه بوعلی سینا همدان، همدان، ایران)

تاريخ الإرسال : 27 الثلاثاء , محرم, 1439 تاريخ التأكيد : 27 الثلاثاء , محرم, 1439 تاريخ الإصدار : 10 الأربعاء , ذو الحجة, 1436

الکلمات المفتاحية: اضطراب ریاضی, سبک شناختی وابسته به زمینه, حل مسأله,

ملخص المقالة :

هدف از این پژوهش شناسایی اثربخشی آموزش حل مسأله برکاهش اضطراب ریاضی دانش آموزان پسر با سبک شناختی وابسته به زمینه همدان بود. روش تحقیق در این پژوهش از نوع نیمه آزمایشی بود. در این تحقیق از طرح تحقیق پیش آزمون و پس آزمون با گروه کنترل استفاده شد. در مرحله پیش آزمون 148 نفر آزمون اضطراب ریاضی را تکمیل کردند. سپس دانش‌آموزانی که مضطرب ریاضی شناخته شدند به منظور شناسایی دانش‌آموزان با سبک شناختی وابسته به زمینه، آزمون تصاویر پنهان ویتکین را تکمیل کردند. که تعداد 40 نفر از دانش آموزان با سبک شناختی وابسته به زمینه در دو گروه آزمایشی و کنترل جایگزین شدند. گروه آزمایشی به روش حل مسأله آموزش دیدند و گروه گواه هیچ گونه مداخله‌ای را ندیدند. نتایج نشان داد که آموزش مهارت‌های حل مسأله اضطراب ریاضی دانش‌آموزان پسر با سبک شناختی وابسته به زمینه را کاهش می‌دهد. بنابراین به کارگیری روش حل مسأله و مهارت‌های آن می توانیم اضطراب ریاضی دانش آموزان پسر با سبک شناختی وابسته به زمینه را کاهش دهیم.

المصادر:

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