پیش‌بینی خودنظم‌دهی تحصیلی بر اساس باورهای هوشی و ذهن‌آگاهی دانش‎آموزان مقطع متوسطه اول شهرستان آباده

محورهای موضوعی : آموزش و پرورش

الهه اسلمی ¹

1 - استادیار گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، ص. پ. 19395-4697، تهران، ایران.

تاریخ دریافت : 1399/10/08 تاریخ پذیرش : 1400/04/09 تاریخ انتشار : 1401/06/01

کلید واژه: ذهن‌آگاهی, خودنظم‌دهی تحصیلی, باورهای هوشی ذاتی,

چکیده مقاله :

مقدمه و هدف: شناسایی عواملی که در فرایند یادگیری نقش و بر عملکرد دانش‎آموزان تاثیر زیادی دارند امروزه به عنوان یکی از محورهای اساسی تعلیم و تربیت و از بحث‌های جالب و مورد علاقه بسیاری از معلمان و روانشناسان است. یکی از این عوامل خودنظم‌دهی تحصیلی است. پژوهش حاضر با هدف بررسی پیش‌بینی خودنظم‌دهی تحصیلی براساس باورهای هوشی و ذهن‌آگاهی دانش‎آموزان مقطع متوسطه شهر آباده انجام شد. روش شناسی پژوهش: نوع پژوهش از نظر هدف کاربردی و از نظر روش، توصیفی از نوع همبستگی بود. جامعه آماری پژوهش شامل تمام دانش‌آموزان مقطع متوسطه اول شهرستان آباده (2850 نفر) بودند که مطابق جدول مورگان 300 دانش‎آموز بـه روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. آزمودنی ها، پرسشــنامه خودنظم‌دهی تحصیلی (کانل و ریانل، 1987)، باورهای هوشی (عبدالفتاح و یتس، 2006) و مهارت‌های ذهن‌آگاهی (بایر و همکاران، 2006) را تکمیـل نمودنـد. از نرم افزار SPSS و روش های آماری توصیفی شامل میانگین، انحراف معیار و همبستگی پیرسون و استنباطی شامل رگرسیون چند متغیری به روش اینتر جهت تحلیل داده‌ها استفاده شد. یافته­ ها: نتایج یافته‌ها حاکی از رابطه معنادار و مثبت بین خودنظم‌دهی تحصیلی با باورهای هوشی افزایشی و ذهن‌آگاهی و رابطه منفی و معنادار بین خودنظم‌دهی تحصیلی با باورهای هوشی ذاتی بود. بحث و نتیجه­ گیری: باورهای هوشی و ذهن‌آگاهی قادر به تبیین سهمی از واریانس خودنظم‌دهی تحصیلی بودند. این بررسی روابط موجود بین متغیرها را روشن می‌کند و این تبیین موجب گسترش فهم ما و یافتن راه‌هایی برای بهبود خودنظم‌دهی تحصیلی دانش‎آموزان خواهد شد.

چکیده انگلیسی:

Introduction: The purpose of this study was to investigate the prediction of academic self-regulation based on intelligence beliefs and mindfulness of first grade high school students in Abadeh research methodology: The type of research was applied in terms of purpose and descriptive in terms of method. The statistical population of the study included all first grade high school students in Abadeh (1400 people) who according to Morgan table, 300 students were selected by stratified random sampling. The Connell & Ryan (1987) questionnaire was used to measure academic Self- regulation and Abd-El-Fattah & Yates (2006) questionnaire was used to measure Implicit theories of intelligence and the five facet mindfulness questionnaire (Baer et al, 2006) was used to measure mindfulness. SPSS 22 software was used to analyze the data. Findings: The results of Pearson correlation and multivariate regression by Inter method showed a significant and positive relationship between academic self-regulation with incremental Intelligence beliefs and mindfulness and a negative and significant relationship between academic self-regulation with innate Intelligence beliefs. Conclusion: Beliefs of intelligence and mindfulness were able to explain a part of the variance of academic self-regulation.

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