نقش واسطه‌ای فراشناخت بین کارکردهای اجرایی و یادگیری خودتنظیم در دانش‌آموزان

الموضوعات :

باقر سرداری ¹ (گروه علوم تربیتی، واحد خوی، دانشگاه آزاد اسلامی، خوی، ایران)

تاريخ الإرسال : 19 الأحد , صفر, 1440 تاريخ التأكيد : 11 الأحد , ذو القعدة, 1440 تاريخ الإصدار : 10 السبت , شوال, 1442

الکلمات المفتاحية: فراشناخت, یادگیری خودتنظیم, کارکردهای اجرایی,

ملخص المقالة :

پژوهش حاضر با هدف تعیین نقش واسطه‌ای فراشناخت بین کارکردهای اجرایی و یادگیری خودتنظیم در دانش‌آموزان انجام شد. این پژوهش از نوع مطالعات همبستگی به روش تحلیل معادلات ساختاری بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان مقطع متوسطه اول شهر ماکو به تعداد 5000 نفر بود. از این جامعه، تعداد 370 نفر به روش نمونه‌گیری خوشه‌ای مرحله‌ای با استفاده از فرمول اسلووین انتخاب شدند. ابزار جمع‌آوری اطلاعات شامل آزمون‌های دسته بندی کارت های ویسکانسین (WCST)، خود‌تنظیمی برای یادگیری (MSLQ) و باورهای فراشناختی (MCQ) بود. تجزیه و تحلیل داده‌ها با استفاده از همبستگی پیرسون و تحلیل معادلات ساختاری انجام شد. تحلیل داده‌ها نشان داد که مسیر مستقیم از کارکردهای اجرایی به یادگیری خودتظیم، و باورهای فراشناختی، و مسیر مستقیم از باورهای فراشناختی به یادگیری خودتنظیم از نظر آماری معنی‌دار بودند. همچنین، کارکرد اجرایی بصورت غیرمستقیم از طریق فراشناخت به شیوه منفی یادگیری خودتنظیم را پیش‌بینی می‌کند. با توجه به نتایج می‌توان مطرح ساخت که کارکردهای اجرایی بطور مستقیم و همچنین به صورت غیرمستقیم از طریق فراشناخت نقش مهمی در یادگیری خودتنظیم دانش آموزان دارد.

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شکل (1) ضرایب تاثیر کارکردهای اجرایی بر یادگیری خودتنظیم از طریق باورهای فراشناختی Figure (1) Coefficients of the effect of executive functions on self-regulated learning through metacognitive beliefs

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شکل (1) ضرایب تاثیر کارکردهای اجرایی بر یادگیری خودتنظیم از طریق باورهای فراشناختی Figure (1) Coefficients of the effect of executive functions on self-regulated learning through metacognitive beliefs

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