چکیده مقاله :
پژوهش و مطالعه در خصوص تجربیات فراشناختی دانشجویان برای شناختن مقدار این مهارت‌ها، امری ضروری بنظر می‌رسد. هدف این پژوهش تعیین مقدار کاربرد راهبردهای فراشناخت به وسیله‌ی دانشجویان و ارتباط آن با پیشرفت تحصیلی آنان بود. پژوهش به روش توصیفی و همبستگی انجام گرفت. جامعه‌ی آماری شامل دانشجویان دانشکده‌ی علوم تربیتی و روان‌شناسی دانشگاه شیراز به تعداد 300 نفر بودند. تعداد 50 نفر به روش تصادفی ساده به عنوان نمونه، انتخاب شدند. داده‌ها به وسیله‌ی پرسشنامه محقق ساخته باز پاسخ مبتنی بر مقوله‌های فراشناختی گرد آوری شد. پرسشنامه از لحاظ روایی و پایایی در جامعه‌ی آماری، اعتبار یابی شد. برای تجزیه و تحلیل داده‌ها از روش تحلیل محتوا و ضریب همبستگی اسپیرمن استفاده شد. نتایج نشان دادند که در کل 26 در صد از دانشجویان از مهارت‌های فرا شناختی به گونه‌ی صحیح در مطالعه و یادگیری استفاده می‌کردند. در خصوص مولفه‌های فراشناخت، 35 درصد دانشجویان از مهارت «خود تنظیمی» استفاده می‌کردند. 34 درصد دارای دانش فرا شناختی سطح بالا و 25 درصد دارای کنترل اجرایی رفتار سطح بالا بودند. 10 درصد دانشجویان دارای شرایط مساعد بکارگیری مهارت‌های فراشناختی بودند و 29 درصد دانشجویان از راهبردها و روش‌های مناسب فراشناخت استفاده می‌کردند، بین مهارت‌های فراشناختی در کل و میانگین نمره‌های دانشجویان همبستگی مثبت معنی‌دار وجود داشت(p<0/01) . بین مولفه-های فراشناخت و میانگین نمره‌های دانشجویان همبستگی مثبت وجود داشت (þ=54) که این همبستگی در خصوص راهبرها و روش‌های مطالعه و انواع دانش فراشناختی معنی دار شناخته شد (p=0/003). برای سایر مولفه‌ها معنی دار نبود. باتوجه به ضعف نسبی مهارت‌های فراشناختی در تجربه‌های دانشجویان و هم‌چنین ارتباط بین فراشناخت و پیشرفت تحصیلی دانشجویان، آموزش مهارت‌ها و راهبردهای فراشناختی به فراگیران، پیشنهاد می‌گردد.
چکیده انگلیسی:
It is necessary to study students’ metacognitive experiences in order to apprehend their use levels. The aim of this study was to determining how much students resorted to metacognitive strategies and their relationship with their academic achievement. The sampling frame this descriptive-correlational study included the students of faculties of education and psychology of Shiraz University. 50 students were randomly selected as the sample of the study. Data were collected through and open-ended questionnaire. Its validity and reliability was established. A use was made of content analysis and Spearman correlation to analyze data. Results revealed that 26% of applied metacognitive skills in learning and studying correctly. As regards metacognitive components, 35% of students used self-regulation, 34 percent had a high level of metacognitive knowledge, 25% acquired high level of behavioral control, and 10% enjoyed a proper condition to employ metacognitive skills. In addition, 29% of the students utilized suitable metacognitive methods and strategies. Students’ metacognitive skills were significantly and positively correlated with students’ mean scores (p=0/01). This, more specifically, was significant for strategies, study skills, metacognitive knowledge. However it was not significant as far as other components are concerned. Due to the comparatively poor metacognitive skills of the students and the relationship between metacognition and academic achievement, it is suggested that metacognitive strategies and skills be taught to learners.
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