مطالعه‌ اثر تفکر انتقادی و تفکر خلاق بر یادگیری خودتنظیم با میانجی‌گری هوش هیجانی

محورهای موضوعی : تکتونواستراتیگرافی

وحید رحیم زاده ¹ (کارشناسی ارشد تحقیقات آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)
نادر حیدری رضی آباد ² (دانشجوی دکتری مدیریت آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)
مهدی معینی کیا ³ (استاد گروه آموزش علوم‌ تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)
عادل زاهد بابلان ⁴ (استاد گروه آموزش علوم‌ تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.)

تاریخ دریافت : 1402/12/04 تاریخ پذیرش : 1403/03/09 تاریخ انتشار : 1403/02/01

کلید واژه: هوش هیجانی, تفکر انتقادی, تفکر خلاق, دانش‌آموزان دوره دوم ابتدایی, یادگیری خودتنظیم,

چکیده مقاله :

زمینه و هدف: هدف از انجام این پژوهش مطالعه‌ی اثر تفکر انتقادی و تفکر خلاق بر یادگیری خودتنظیم با میانجی‌گری هوش هیجانی بود. روش­: روش این پژوهش از نظر هدف کاربردی، از نظر ماهیت کمی و از منظر روش اجرا توصیفی از نوع همبستگی (مدل معادلات ساختاری) بود. جامعه آماری پژوهش تمامی دانش‌آموزان دوره دوم ابتدایی ناحیه 2 اردبیل در سال تحصیلی 1402-1401 بودند که تعداد آنان در حدود 13500 نفر بود و تعداد 374 نفر از آنها به‌ عنوان نمونه آماری با روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. ابزار گردآوری اطلاعات پرسش‌نامه تفکر انتقادی رجایی، پرسش‌نامه تفکر خلاق ولش و مک داوال ، پرسش‌نامه هوش هیجانی شات و همکاران و پرسش‌نامه یادگیری خودتنظیم بوفارد و همکاران بودند. یافته­ ها: یافته‌ها حاکی از آن بودند که همه شاخص‌های مطلق، تطبیقی و مقتصد مدل مطلوب‌ هستند و تفکر انتقادی و تفکر خلاق می‌توانند هم به‌صورت مستقیم و هم به‌صورت غیرمستقیم با درنظرگرفتن نقش میانجی هوش هیجانی روی یادگیری خودتنظیم تأثیر داشته باشند (p<0.05). نتیجه­ گیری: در نهایت پیشنهاد می‌شود توجه خانواده‌ها و مدارس به تقویت تفکر انتقادی و تفکر خلاق جلب شود. هم‌چنین، با توسعه هوش هیجانی در دانش‌آموزان تحت قالب برنامه‌های مدون و مستمر، در راستای افزایش یادگیری خودتنظیم آنان گام برداشت.

چکیده انگلیسی:

Background and purpose: The purpose of this research was to study the effect of critical thinking and creative thinking on learning self-regulation with the mediation of emotional intelligence. Methods: The present research method was applied in terms of objective, quantitative in nature, and descriptive in terms of correlation type (structural equation model). The statistical population of the research was all the students of the second year of elementary school in the 2nd district of Ardabil in the academic year of 2022-2023, whose number was about 13500, and 374 of them were selected as a statistical sample using stratified random sampling. The data collection tools were the Rajaee's Critical Thinking Questionnaire, the Welch and McDowall's Creative Thinking Questionnaire, the Schutte et al.'s Emotional Intelligence Questionnaire, and the Bouffard et al.'s Self-Regulated Learning Questionnaire. Findings: The findings indicated that all the absolute, comparative and parsimonious indicators of the model are favorable and critical thinking and creative thinking can have an effect on self-regulation learning both directly and indirectly by considering the mediating role of emotional intelligence (p<0.05). Conclusion: Finally, it is suggested to draw the attention of families and schools to strengthening critical thinking and creative thinking. Also, with the development of emotional intelligence in students under the format of codified and continuous programs, he took a step towards increasing their self-regulation learning.

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