دانش فراشناخت و بهزیستی مدرسه: نقش واسطه‌ای کمک‌طلبی تحصیلی

محورهای موضوعی : روان‌ شناسی تحولی

محمد قنبری طلب ¹ ( دانشجوی دکتری روانشناسی تربیتی دانشگاه شیراز )
راضیه شیخ الاسلامی ² ( دانشیار گروه روانشناسی تربیتی دانشگاه شیراز )
محبوبه فولادچنگ ³ ( دانشیار گروه روانشناسی تربیتی دانشگاه شیراز )
مسعود حسین چاری ⁴ ( دانشیار گروه روانشناسی تربیتی دانشگاه شیراز )

تاریخ دریافت : 1398/08/07 تاریخ پذیرش : 1398/08/07 تاریخ انتشار : 1398/07/01

کلید واژه: بهزیستی مدرسه, دانش فرا‌شناخت, کمک‌طلبی تحصیلی,

چکیده مقاله :

هدف از این پژوهش بررسی نقش واسطه‌ای کمک‌طلبی تحصیلی در رابطه دانش فراشناخت و بهزیستی مدرسه در قالب یک مدل علی بود.بدین منظور456نفر از دانش‌آموزان دوره متوسطه دوم شهرستان لردگان به شیوۀ خوشه‌ای تصادفی چند‌مرحله‌ای انتخاب شدند.برای گردآوری داده‌ها از سیاههآگاهی‌های فراشناختی(شرا و دنیسون،1994)، پرسشنامهرفتار کمک‌طلبی(رایان و پینتریچ،1997)و مقیاس بهزیستی مدرسه(کاپلان و ماهر،1999)استفاده شد.مدل پیشنهادی پژوهش با روش تحلیل مسیر آزمون شد.یافته‌ها نشان‌دهنده اثر مستقیم دانش روندی و دانش بیانی بر بهزیستی مدرسه بود.همچنین، انواع دانش فراشناخت اثر مستقیم بر پذیرش کمک‌طلبی تحصیلی نشان دادند.انواع کمک‌طلبی تحصیلی نیز بهزیستی مدرسه را تحت تأثیر قرار دادند.نتایج بوت‌استراپ حاکی از نقش واسطه‌ای پذیرش کمک‌طلبی تحصیلی در رابطه بین انواع دانش فراشناخت و بهزیستی مدرسه و نقش واسطه‌ای اجتناب از کمک‌طلبی تحصیلی در رابطه بین دانش روندی و بهزیستی مدرسه بود.در کل، نتایج این پژوهش شواهدی را مبنی بر نقش واسطه‌ای کمک‌طلبی تحصیلی در رابطه بین دانش فراشناخت و بهزیستی مدرسه فراهم آورد.

چکیده انگلیسی:

  The aim of this study was to investigate the mediating role of academic help-seeking in the relationship between metacognitive knowledge and school well-being in the format of a causal model. For this purpose, 456 students were selected from high schools of Lordegan, by using multistage cluster sampling method. For collecting data Metacognitive Awareness Inventory (Shraw & Dennison, 1994), Help-Seeking Behaviors Questionnaire (Ryan & Pintrich, 1997), and School-Related Well-Being Scales (Kaplan & Maehr, 1999) were used. Research hypothetical model was tested by path analysis. The results showed direct effects of procedural knowledge and declaration knowledge on school well-being. Furthermore, types of metacognitive knowledge showed direct effects on academic help seeking acceptance Also types of metacognitive knowledge have effects on school well-being. The Bootstrap results showed the mediating role of academic help seeking acceptance in the relationship between types of metacognitive knowledge and school well-being and the mediating role of academic avoidance from help seeking in the relationship between procedural knowledge and school well-being. In general, results of the present study provided evidence for mediating role of academic help-seeking in the relationship between types of metacognitive knowledge and school well-being.    

منابع و مأخذ:

طیموری‌فرد، ع. و فولادچنگ، م. (1391). نقش فراشناخت، هوش و خودکارآمدی در پیشرفت تحصیلی دانش‌آموزان سال اول متوسطه. مجله مطالعات آموزش و یادگیری. 4(2)، 135 -117.

کاظمی، ح. و کشاورزیان، ف. (1391). نقش فراشناخت و حل مساله در پیش‌بینی بهزیستی روان‌شناختی. رویکرد‌های نوین آموزشی، 1(15)، 106 -91.

کاوسیان، ج.، کدیور، پ. و فرزاد، و. (1391).رابطهمتغیرهایمحیطی،تحصیلیبابهزیستی مدرسه: نقشنیازهایروان‌شناختی، خودتنظیمیانگیزشیوهیجان‌هایتحصیلی. پژوهش در سلامت روان‌شناختی، 10، 26 -1.

محمودیان، ح.، صفری، ه.، آقایی، ح.، رضوانی‌فر، ش. و میرمحمدتبار، س. (1391). مقایسه رفتارهای کمک‌طلبی تحصیلی در دانش‌آموزان عادی و دارای ناتوانایی یادگیری ریاضی. ناتوانایی‌های یادگیری،2(1)، 119 -107.

مرادی، م. و چراغی، ا. (1394). رابطه حمایت‌های اجتماعی با بهزیستی روان‌شناختی و افسردگی. روان‌شناسی تحولی: روا‌ن‌شناسان ایرانی،43(11)،312 -297.

مرادی، م.، شیخ‌الاسلامی، ر.، احمدزاده، م. و چراغی، ا. (1393). حمایت‌های اجتماعی، نیازهای روان‌شناختی و بهزیستی روان‌شناختی. روان‌شناسی تحولی: روا‌ن‌شناسانایرانی، 39(10)،309 -297.

ممبینی، ش.،مکتبی، غ.وبهروزی‌، ن. (1394). تأثیر خودکارآمدی تحصیلی و فراشناخت بر اضطراب امتحان و رفتار کمک‌طلبی تحصیلی در دانش‌آموزان پسر سال سوم دبیرستان. دانش و پژوهش در روان‌شناسی کاربردی،16، 48 -42.

 

Alonso, S. S., & Vovides, Y. (2007). Integration of metacognitive skills in the design of learning objects. Computers in Human Behavior, 23(6), 2585-2595.

Amir Kiaei, Y., & Reio, T. (2014). Goal pursuit and eudemonic well-being among university students: Metacognition as the mediator. Behavioral Development Bulletin, 9(4), 91-104.

Anthony, R., Artino, J., Holmboe, S., Steven, J., & Durning, S. (2012). Can achievement emotions be used to better understand motivation, learning, and performance in medical education? Medical Teacher, 34(3), 240-244.

Bilican, F. (2013). Help-seeking attitudes and behaviors regarding mental health among Turkish college students. International Journal of Mental Health, 42, 43-59.

Bradshaw, J., Keung, A., Rees, G., & Goswami, H. (2011). Children's subjective well-being: International com­parative perspectives. Children and Youth Services Review, 33,548-556.

Butler, R. (2006). An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research, and educational implications. In S. Karabenick & R. Newman (Eds.), Help seeking in academic settings: Goals, groups, and contexts (pp. 15-44), Lawrence Erlbaum Associates.

Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Journal of Computers in Human Behavior,26, 741-752.

Cheng, K. H., Liang, J. C., & Tsai, C. C. (2013). University students' online academic help seeking: The role of self-regulation and information commitments. Internet and Higher Education,16,70-77. 

Danielsen, A. G., Samdal, O., Hetland, J., & Wold, B. (2009). School-related social support and students’perceived life satisfaction. Journal of Educational Research,102, 303-318.

Dyck, K. T. H., & Holtzman, S. (2013). Understanding humor styles and well-being: The importance of social relationships and gender. Personality and Individual Differences,55,53-58.

Ellis, K, A.,denton,D. W., & Bond, J. (2014). An Analysis of Research on Metacognitive Teaching Strategies. Social and Behavioral Sciences,116,4015-4024.

Flavell, H. (1992). Metacognition and cognitive monitoring: A new area of cognitive development inquiry. The American Psychologist, 34, 906-911.

Gold, J. A., Johnson, B., Leydon, G., Rohrbaugh, R. M., & Wilkins, K. M., (2015). Mental health self-care in medical students: a comprehensive look at help-seeking. Academic Psychiatry, 39,37-46. 

Harris, K. R., Graham, S., Brindle, M., & Sandmel, K. (2009). Metacognition and children’s writing. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 131-153). Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.

Jarvela, S. (2011). How does help seeking help? New prospects in a variety of contexts. Learning and Instruction, 21(21), 297-299.

Kaplan, A., & Maehr, M. L. (1999). Enhancing the motivation of African American students: An achievement goal theory perspective. Journal of Negro Education, 68, 23-35.

Karabenick, S. A., & Newman, R. A. (2006). Help seeking in academic settings: Goals, groups and contexts. Mahwah, NJ: Lawrence Erlbaum Associates.

Karabenick, S. A., & Newman, R. A. (2010). Seeking Help as an Adaptive Response to Learning Difficulties: Person, Situation, and Developmental Influences. In B. McGaw, P. L. Peterson, & Eva Baker (Eds), International Encyclopedia of Education,(3rd ed., 653-659). Amsterdam, Elsevier.

Kiefer, S. M., & Shim, S. S. (2016). Academic help seeking from peers during adolescence: The role of social goals. Journal of Applied Developmental Psychology,42, 80-88.

Kline, R. B. (2011). Principles and practice of structural equation modeling. New York, NY: Guilford. 

Konu, A. I., Rimpela, M. K., & Lintonen, T. P. (2002). Factors associated with school children’s general subjective well-being. Health Education Research, 17,155-165.

Long, R. F., & Huebner, E. S. (2014). Differential validity of global and domain-specific measures of life satisfaction in the context of schooling. Child Indicators Research,7,671-694.

Mihlon, M. A. (2010). The role of self- theories of intelligence and self- efficacy in adaptive help seeking by college students. The City University of New York.

Neugebauer, J., Ray, D. G., & Sassenberg. K. (2016).When being worse helps: The influence of upward social comparisons and knowledge awareness on learner engagementand learningin peer-to-peer knowledge exchange. Learningand Instruction,44, 41-52.

Newman, R. S. (2008). The motivational role of adaptive help seeking in self-regulated learning.In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and Self-Regulated Learning: Theory, Research, and Applications (pp. 315-337). Mahwah, NJ: Erlbaum.

Nicol, D., Thomson, A., & Breslin, C. (2014). Rethinking feedback practices in higher education: a peer review persepective. Assessment and Evaluation in Higher Education, 39 (1), 102-122.

Okada, R. (2007). Motivational analysis of academic help seeking: Self-determination, Psychological Reports,100,1000-1012.

Orkibi, H., Ronen, T., & Assoulin, N. (2013). The Subjective Well-Being of Israeli Adolescents Attending Specialized School Classes. Journal of Educational Psychology, 106(2), 1-13.

Oz, H. (2016). The importance of personality traits in students’ perceptions of metacognitive awareness. Social and Behavioral Sciences, 232,655-667.

Papaleontiou, E. L. (2008). Metacognition and theory of mind.Cambridge Scholars: Publishing.

Patrick, H., Knee, C. R., Canevello, A., & Lonsbary, C. (2007). The role of need fulfillment in relationship functioning and well-being: A self-determination theory perspective. Journal of Personality and Social Psychology,92, 434-457.

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice.Educational PsychologyReview, 18,315-341.

Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In: Schutz PA, Pekrun R, editors. Emotion in education (pp 13-36). Burlington, MA: Academic Press.

Phan, H. P., Ngu, B. H., & Alrashidi, O. (2016). Role of Student Well-Being: A Study Using Structural Equation Modeling. Psychological Reports, 119(1), 77-105.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students.Educational Psychology Review, 16, 385-407.

Ronen, T., Hamama, L., Rosenbaum, M., & Mishely-Yarlap, A. (2014). Subjective well-being in adolescence: The role of self-control, social support, age, gender, and familiar crisis. Journal of Happiness Studies, 15, 1-24.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55,68-78.

Ryan, R. M., & Ladd, G. W. (2000). Peer Relationships and Adjustment at School. Greenwich, CT: Information Age Publishing.

Ryan, A. M., & Pintrich, P. R. (1997). Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class. Journal of Educational Psychology, 89(2), 329-341.

Schraw, T. G., Crippen, K. J., & Hartly, K. (2006). Promoting self-regulating in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36, 111-139.

Schraw, T. G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Education Psychology, 19, 460-475.

Soutter, A. K. (2011). What can we learn about wellbeing in school? Journal of Student Wellbeing,5(1), 1-21.

Talepasand, S., & Keshaavarzi, Z. (2012). Predictors of Avoidance of Help-Seeking: Social Achievement Goal Orientation, Perceived Social Competence and Autonomy. World Applied Sciences Journal, 17(5), 637-642.

Tian, L., Zhao, J., & Huebner, E. S. (2015). School-related social support and subjective well-being in school among adolescents: The role of self-system factors. Journal of Adolescence,45,138-148.

Tung, W. (2011). Acculturative stress and help-seeking behaviors among international students. Home Health Care Management & Practice, 23 (5), 383-385.

Vazquez, C, Hervas, G., Rahona, J. J., & Gomez, D. (2009). Psychological well-being and health. Contributions of positive psychology. Annuary of Clinical and Health Psychology, 5, 15-27.

Veenman, M. V. J., Vanhout, A. M., & Afflerbach, A. (2006). Metacognition and learning conceptual and methodological consideration.Metacognition Learning, 1,3-14.

WHO-World Health Organization (2013). Mental health action plan 2013-2020. Geneva, Switzerland: Author.

Zimmerman, B. J. (2015). Self- regulated learning: Theories, Measures, and outcomes, city university of New York. Graduate center, NY, USA.