اثربخشی برنامه آموزش مبتنی بر نظریه یادگیری زایشی بر خودنظم‌جویی شناختی، فراشناختی و باورهای انگیزشی
محورهای موضوعی : روانشناسی بالینی
لیلا عروتی موفق
1
(
دانشجوی دکتری روانشناسی تربیتی
دانشگاه علامه طباطبائی
)
صغری ابراهیمی قوام
2
(
دانشیار گروه روانشناسی تربیتی دانشگاه علامه طباطبائی
)
اسماعیل سعدی‌پور
3
(
دانشیار گروه روانشناسی تربیتی دانشگاه علامه طباطبائی
)
علی دلاور
4
(
استاد گروه روانشناسی تربیتی دانشگاه علامه طباطبائی
)
فریبرز درتاج
5
(
استاد گروه روانشناسی تربیتی
دانشگاه علامه طباطبائی
)
کلید واژه: باورهای انگیزشی, خودنظم‌جویی, آموزش زایشی, خودنظم‌جویی شناختی, خودنظم‌جویی فراشناختی,
چکیده مقاله :
هدف این پژوهش تعیین اثربخشی آموزش زایشی مبتنی بر نظریه یادگیری زایشی بر بهبود خودنظم‌جویی شناختی، فراشناختی و باورهای انگیزشی دانشآموزان پایه هفتم بود.طرح پژوهش از نوع شبه‌تجربی همراه با پیش‌آزمون‌ـ‌پس‌آزمون و گروه گواه بود. 100دانش‌آموز با استفاده از روش نمونه‌برداری در دسترس و از میان دانشآموزان پایه هفتم همدان انتخاب شدند و به‌طور تصادفی به دو گروه آزمایش(۵۰ دانش‌آموز)و گروه گواه(۵۰ دانش‌آموز)نقسیم شدند.قبل و بعد از اجرای برنامه آموزش زایشی، پرسشنامه راهبردهای انگیزشی برای یادگیری(پینـتریچ و دیگـروت،1990)اجرا شد.برای تحلیل داده‌ها از تحلیل کوواریانس چندمتغیره(مانکووا)استفاده شد.نتایج نشان داد برنامه آموزش زایشی قادر است44درصد از تغییرات خودنظم‌جویی شناختی،32درصد از تغییرات خودنظم‌جویی فراشناختی و39درصد از تغییرات باورهای انگیزشی را تبیین کند.بر اساس این یافته‌ها می‌توان نتیجه گرفت که برنامه آموزش زایشی بر افزایش خودنظم‌جویی شناختی، فراشناختی و باورهای انگیزشی دانشآموزان تاثیرگذار است.
he aim of this study was to determine the effectiveness of generative instruction based on generative learning theory on cognitive and metacognitive self-regulation and motivational beliefs of 7th grade students. The study design was quasi-experimental with pretest- posttest and control group.100 students among 7th grade students in Hamedan were selected using accessible sampling method and randomly, divided into the experimental group (50 students) and the control group (50 students). The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & Degroot, 1990) was administered before and after the implementation of the generative instruction program. The data were analyzed using multivariate analysis of covariance (MANCOVA). The findings showed that generative instruction program could predict 44% of cognitive regulation changes, 32% of metacognitive regulation changes and 39% of motivational self-regulation changes.According to the findings, it can be concluded that generative instruction affects cognitive and metacognitive self-regulation and motivational beliefs
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