تدوین و اعتباریابی بسته توانمندسازی عادات ذهنی مبتنی بر مدل کاستا و کالیک و اثربخشی آن بر تفکر انتقادی دانش‌آموزان دختر پایه هشتم
محورهای موضوعی : روش ها و مدل های روانشناختی
عمادالدین احراری
1
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رامین حبیبی کلیبر
2
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جواد مصرآبادی
3
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ابوالفضل فرید
4
1 - دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
2 - استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.
3 - استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
4 - دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
کلید واژه: اعتباریابی, بسته توانمندسازی, عادات ذهنی, کاستا و کالیک.,
چکیده مقاله :
مقدمه: بهسبب نقش برجسته عادات ذهنی در ارتقاء مهارت‌های فکری و توانمندسازی افراد برای مواجهه با مسائل پیچیده، این پژوهش باهدف تدوین و اعتباریابی بسته توانمندسازی عادات ذهنی کاستا و کالیک و سنجش اثربخشی آن بر تفکر انتقادی دانش‌آموزان دختر پایه هشتم انجام شد.
روش: پژوهش آمیخته حاضر، در بخش کیفی با روش سنتز چارچوب انجام گرفت. جامعه آماری آن شامل تمامی منابع چاپ‌شده مرتبط از سال 2000 تا 21 سپتامبر 2024 (31/06/1403) بود. براساس نمونه‌گیری هدفمند و ملاک‌های ورود و خروج، 33 منبع تحلیل شد. روایی محتوایی بسته با شاخص‌های CVR و CVI و نظر 15 متخصص بررسی شد. بخش کمی، نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل و پیگیری دوماهه بود. جامعه آماری شامل دانش‌آموزان دختر پایه هشتم شهر خواف در سال تحصیلی 1403-1404 بود. پس از انتخاب مدرسه بهصورت در دسترس، 40 دانشآموز با نمونه‌گیری تصادفی در دو گروه 20 نفری آزمایش و کنترل گمارده شدند. داده‌ها با آزمون تفکر انتقادی ربانیپارسا و همکاران (1397) جمعآوری و با تحلیل واریانس اندازه‌گیری مکرر تحلیل شدند.
یافتهها: مقادیر CVR بین 60/0 تا 1 و مقادیر CVI بین 93/0 تا 1 بود. پس از اعمال بازبینی‌ها، بسته نهایی در 16 جلسه 90 دقیقه‌ای تدوین شد. همچنین اجرای بسته در مراحل پس‌آزمون و پیگیری، تأثیر معناداری بر بهبود تفکر انتقادی گروه آزمایش نسبت به گروه کنترل داشته است (p<0.05).
نتیجهگیری: بسته حاضر می‌تواند در تدوین محتوای کتاب تفکر و سبک زندگی و نیز فعالیت‌های فوق‌برنامه پایه هشتم به‌کار رود تا ضمن تقویت عادات ذهنی، تفکر انتقادی دانش‌آموزان ارتقاء یابد.
Introduction: Given the pivotal role of Habits of Mind in enhancing thinking skills and empowering individuals to address complex problems, this study developed and validated a Habits of Mind empowerment package based on Costa and Kallick’s model and assess its effectiveness on critical thinking of eighth-grade female students.
Methods: This mixed-methods research employed a framework synthesis approach in the qualitative phase. The population comprised all related published sources from 2000 to September 21, 2024. Based on purposive sampling and inclusion/exclusion criteria, 33 sources were analyzed. Content validity was evaluated using CVR and CVI indices and by 15 experts. The quantitative phase adopted a quasi-experimental design with a pretest–posttest control group and a two-month follow-up. The statistical population comprised eighth-grade female students in Khaf during the 2024–2025 academic year. Following convenience school selection, 40 students were randomly assigned to experimental and control groups (n=20 each). Data were collected using Rabani Parsa et al.’s (2018) Critical Thinking test and analyzed via repeated-measures ANOVA.
Findings: CVR values ranged from 0.60 to 1.00, and CVI values from 0.93 to 1.00. After revisions, the final package was developed in 16 ninety-minute sessions. Implementation significantly improved the experimental group’s critical thinking in both posttest and follow-up compared to the control group (p<0.05).
Conclusion: The package can be integrated into the “Thinking and Lifestyle” textbook and extracurricular activities for eighth-grade students to foster critical thinking while reinforcing habits of mind.
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