تاثیر برنامه شاد بر انگیزش تحصیلی و مشغولیت تحصیلی دانش‌آموزان مقطع اول متوسطه شهر ساری در درس ادبیات فارسی در دوران کرونا
محورهای موضوعی : آموزش مجازیربابه عباسی صاحبی 1 , یاسمن مدانلو 2
1 - استادیار گروه زبان و ادبیات فارسی دانشگاه آزاداسلامی واحد نکا
2 - استادیار گروه علوم تربیتی دانشگاه آزاداسلامی واحد نکا
کلید واژه: دانش‌آموزان, انگیزش تحصیلی, مشغولیت تحصیلی, کرونا, برنامه شاد,
چکیده مقاله :
چکیدههدف پژوهش حاضر، بررسی تاثیر برنامه شاد بر انگیزش تحصیلی و مشغولیت تحصیلی دانش‌آموزان مقطع اول متوسطه شهر ساری در درس ادبیات فارسی در دوران کرونا بود. روش پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش آزمون- پس آزمون با گروه کنترل و دوره پیگیری یک ماهه بود. نمونه آماری مورد مطالعه شامل 30 نفر از دانش‌آموزان مقطع اول متوسطه شهر ساری بود که به شیوه نمونه‌گیری تصادفی ساده انتخاب و با انتساب تصادفی در دو گروه آزمایش و کنترل جایدهی شدند (هر گروه 15 نفر). گروه آزمایش با استفاده از برنامه شاد در طی دو ماه و هر هفته به مدت 2 جلسه 90 دقیقه‌ای درس ادبیات را فرا گرفتند. اما گروه کنترل با استفاده از فایل‌های پی‌دی‌اف به یادگیری درس ادبیات پرداختند. ابزارهای مورد استفاده شامل پرسشنامه انگیزش تحصیلی والرند و دیگران (1992) و مشغولیت تحصیلی ریو و تی‌سنگ (2011) بود. نتایج حاکی از افزایش انگیزش و مشغولیت تحصیلی دانش‌آموزان در گروه آزمایشی در مقایسه با گروه کنترل بود. از آن جایی که برنامه شاد منجر به افزایش انگیزش و مشغولیت تحصیلی می‌شود لذا از این برنامه می‌توان به عنوان برنامه‌ای موثر در مدارس استفاده کرد.
The aim of this study was to investigate the effect of Shad application on academic motivation and activity of first grade high school students in Sari in Persian literature during the Corona period. This method of study was quasi-experimental by a pretest-posttest design, with a control group, and a one-month follow-up period. The statistical sample included 30 first grade high school students in Sari, who were selected by simple random sampling and assigned by random assignment to experimental and control groups (15 persons in each group). The Experimental group studied literature for 2 months and two 90-minute sessions each week using Shad application. But the Control group learned literature lessons using PDF files. The used tools included the Educational motivation of Walrand et all (1992), and Agency as a fourth aspect of Students engagement during learning activities of Reeve, J and Tseng, M (2011) Questionnaires. The result showed an increase in academic motivation and activity of students in the Experimental group compare to the Control group. Since Shad application leads to increase academic motivation and activity, therefore, it can be used as an effective application in schools.
Abedini, Yasamin., Hejazi, Elaheh., Sajjadi, Hosein., & Qazi Tabatabaei, Mahmood. (2008). The mediating role of academic engagement in the relationship between avoidance-performance goals and academic achievement in female students in the humanities. Educational and psychological research, 1(9), 41-58.
Akomolafe, M. J., Ogunmakin, A. O., & Fasooto, G. M. (2013). The role of academic self-efficacy, academic motivation and academic self-concept in predicting secondary school students’ academic performance. Journal of Educational and Social Research, 3(2), 335.
Areepattamannil, S. (2011). Academic self-concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India (Doctoral dissertation).
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes.
Covert, S. P. (2005). Creating Great Schools: Six Critical Systems at the Heart of Educational Innovation. National Association of Secondary School Principals. NASSP Bulletin, 89(643), 74.
Hejazi, Elahe., Rastegar, Ahmad., & Qorban Jahromi, Reza. (2008). Mathematical academic achievement prediction model: the role of achievement goals and dimensions of academic engagement. Journal of Educational Innovations, 7(28), 29-46.
Kakavand, A., Labadi, Z., & Zarei, Sh. (2013). The Relationship between Perfectionism and Cognitive Styles in Female High School Students in Karaj. Journal of Educational Psychology, 27(9), 27-48. (in Persian).
Kord Afshari, Fatemeh. (2012). Evaluation of academic involvement of third year high school students based on their teaching style preferences, Master Thesis. Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad.
Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264-279.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American educational research journal, 37(1), 153-184.
Poor Abdel, Saeid., Sobhi Qaramaleki, Naser., & Abbasi, Moslem. (2015). Profile of cognitive impairment, emotional insufficiency and cognitive avoidance in students with and without specific learning disabilities. Psychological methods and models, 6(20), 55-72.
Rabbani, Zainab., Tale Pasand, Siavash., Rahimian Bogar, Ishaq & Mohammadifar, Mohammad Ali. (2017). The Relationship between the Social Context of the Classroom and Academic Conflict: The Mediating Role of the Processes of the Self-System, Academic Motivation and Emotions. Developmental Psychology: Iranian Psychologists, 14 (53), 37-51.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166.
Wisani, Mukhtar., Ghulam Ali Lavasani, Massoud., & Ejhei, Javad. (2014). The Role of Achievement Goals, Academic Motivation and Learning Strategies on Statistical Anxiety: Ali Model Test. Journal of Psychology, 16 (2), 142-160.
_||_Abedini, Yasamin., Hejazi, Elaheh., Sajjadi, Hosein., & Qazi Tabatabaei, Mahmood. (2008). The mediating role of academic engagement in the relationship between avoidance-performance goals and academic achievement in female students in the humanities. Educational and psychological research, 1(9), 41-58.
Akomolafe, M. J., Ogunmakin, A. O., & Fasooto, G. M. (2013). The role of academic self-efficacy, academic motivation and academic self-concept in predicting secondary school students’ academic performance. Journal of Educational and Social Research, 3(2), 335.
Areepattamannil, S. (2011). Academic self-concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India (Doctoral dissertation).
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes.
Covert, S. P. (2005). Creating Great Schools: Six Critical Systems at the Heart of Educational Innovation. National Association of Secondary School Principals. NASSP Bulletin, 89(643), 74.
Hejazi, Elahe., Rastegar, Ahmad., & Qorban Jahromi, Reza. (2008). Mathematical academic achievement prediction model: the role of achievement goals and dimensions of academic engagement. Journal of Educational Innovations, 7(28), 29-46.
Kakavand, A., Labadi, Z., & Zarei, Sh. (2013). The Relationship between Perfectionism and Cognitive Styles in Female High School Students in Karaj. Journal of Educational Psychology, 27(9), 27-48. (in Persian).
Kord Afshari, Fatemeh. (2012). Evaluation of academic involvement of third year high school students based on their teaching style preferences, Master Thesis. Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad.
Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264-279.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American educational research journal, 37(1), 153-184.
Poor Abdel, Saeid., Sobhi Qaramaleki, Naser., & Abbasi, Moslem. (2015). Profile of cognitive impairment, emotional insufficiency and cognitive avoidance in students with and without specific learning disabilities. Psychological methods and models, 6(20), 55-72.
Rabbani, Zainab., Tale Pasand, Siavash., Rahimian Bogar, Ishaq & Mohammadifar, Mohammad Ali. (2017). The Relationship between the Social Context of the Classroom and Academic Conflict: The Mediating Role of the Processes of the Self-System, Academic Motivation and Emotions. Developmental Psychology: Iranian Psychologists, 14 (53), 37-51.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166.
Wisani, Mukhtar., Ghulam Ali Lavasani, Massoud., & Ejhei, Javad. (2014). The Role of Achievement Goals, Academic Motivation and Learning Strategies on Statistical Anxiety: Ali Model Test. Journal of Psychology, 16 (2), 142-160.
Abedini, Yasamin., Hejazi, Elaheh., Sajjadi, Hosein., & Qazi Tabatabaei, Mahmood. (2008). The mediating role of academic engagement in the relationship between avoidance-performance goals and academic achievement in female students in the humanities. Educational and psychological research, 1(9), 41-58.
Akomolafe, M. J., Ogunmakin, A. O., & Fasooto, G. M. (2013). The role of academic self-efficacy, academic motivation and academic self-concept in predicting secondary school students’ academic performance. Journal of Educational and Social Research, 3(2), 335.
Areepattamannil, S. (2011). Academic self-concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India (Doctoral dissertation).
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes.
Covert, S. P. (2005). Creating Great Schools: Six Critical Systems at the Heart of Educational Innovation. National Association of Secondary School Principals. NASSP Bulletin, 89(643), 74.
Hejazi, Elahe., Rastegar, Ahmad., & Qorban Jahromi, Reza. (2008). Mathematical academic achievement prediction model: the role of achievement goals and dimensions of academic engagement. Journal of Educational Innovations, 7(28), 29-46.
Kakavand, A., Labadi, Z., & Zarei, Sh. (2013). The Relationship between Perfectionism and Cognitive Styles in Female High School Students in Karaj. Journal of Educational Psychology, 27(9), 27-48. (in Persian).
Kord Afshari, Fatemeh. (2012). Evaluation of academic involvement of third year high school students based on their teaching style preferences, Master Thesis. Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad.
Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Contemporary Educational Psychology, 35(4), 264-279.
Marks, H. M. (2000). Student engagement in instructional activity: Patterns in the elementary, middle, and high school years. American educational research journal, 37(1), 153-184.
Poor Abdel, Saeid., Sobhi Qaramaleki, Naser., & Abbasi, Moslem. (2015). Profile of cognitive impairment, emotional insufficiency and cognitive avoidance in students with and without specific learning disabilities. Psychological methods and models, 6(20), 55-72.
Rabbani, Zainab., Tale Pasand, Siavash., Rahimian Bogar, Ishaq & Mohammadifar, Mohammad Ali. (2017). The Relationship between the Social Context of the Classroom and Academic Conflict: The Mediating Role of the Processes of the Self-System, Academic Motivation and Emotions. Developmental Psychology: Iranian Psychologists, 14 (53), 37-51.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudaimonic well-being. Annual review of psychology, 52(1), 141-166.
Wisani, Mukhtar., Ghulam Ali Lavasani, Massoud., & Ejhei, Javad. (2014). The Role of Achievement Goals, Academic Motivation and Learning Strategies on Statistical Anxiety: Ali Model Test. Journal of Psychology, 16 (2), 142-160.
