اهمیت ویژگیهای شناختی در یادگیری آنلاین کودکان دبستانی با تاکید بر نقش میانجی گری والدین
محورهای موضوعی : روانشناسی مثبت نگر اسلامی
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کلید واژه: ویژگی شناختی, یادگیری کودکی, میانجیگیری والدین.,
چکیده مقاله :
در سالهای اخیر، با رشد چشمگیر فضای آنلاین و گسترش آموزش غیرحضوری، کودکان بیش از پیش در محیطهای دیجیتال فعال شدهاند. این تحول باعث شده است نقش والدین در مدیریت، هدایت و حمایت تحصیلی بازتعریف شده و بیش از پیش مورد توجه قرار گیرد. آمارها نشان میدهد که بیش از ۸۰ درصد دانشآموزان ابتدایی در جوامعی که دسترسی مناسبی به اینترنت دارند، تجربه یادگیری آنلاین را داشتهاند و حداقل ۶۰ درصد خانوادهها اذعان دارند که رفتارهای رسانهای فرزندانشان بهطور مستقیم تحت تأثیر نحوه مداخله و نظارت والدین شکل گرفته است.بنابه همین هدف و اهمیت است که این مطالعه تلاش دارد که به بررسی آثار میانجیگری والدین و ویژگیهای شناختی کودکان بر عملکرد یادگیری آنلاین آنان توجه نماید. روش تحقیق شامل آزمونهای استاندارد شکل های نهفته برای تعیین سبک شناختی و Go/No-Go برای سنجش خودکنترلی بود. شرکتکنندگان ۹۶ دانشآموز دختر و پسراز گروه سنی ۶ تا ۱۲ ساله بودند که در یک طرح شبه آزمایشیبا متغیرهای سبک شناختی، و میزان میانجیگری والدین (کم و زیاد) و همچنین خودکنترلی (پایین و بالا) مشارکت داشتند.نتایج نشان داد که میانجیگری والدین و ویژگیهای شناختی کودکان بر یادگیری آنلاین تاثیر قابل توجهی دارند. کودکان با سبک شناختی مستقل بهویژه در شرایط میانجیگری کمتر، یادگیری بهتری داشتند. همچنین توانایی خودکنترلی کودکان در تعامل با میزان میانجیگری والدین نقش مهمی در تعیین عملکرد داشت؛ در میانجیگری کمتر، کودکان با خودکنترلی بالا بهتر از کودکان با خودکنترلی پایین عمل کردند. علاوه بر این، میانجیگری فعال والدین نسبت به روش محدودکننده مزیت بیشتری در بهبود یادگیری داشت، مخصوصاً برای کودکان با خودکنترلی پایین.
In recent years, the remarkable growth of online spaces and the expansion of remote education have increasingly immersed children in digital environments. This shift has redefined the role of parents in managing, guiding, and supporting their children's academic progress, placing it under greater scrutiny. Statistics indicate that over 80% of elementary school students in communities with adequate internet access have experienced online learning, and at least 60% of families acknowledge that their children's media behaviors are directly shaped by parental intervention and supervision styles. Given this context and significance, the present study examines the mediating effects of parental mediation and children's cognitive characteristics on their online learning performance. he methodology employed standardized latent profile analysis to determine cognitive styles and the Go/No-Go task to assess self-control. Participants comprised 96 boys and girls aged 6 to 12 years, recruited in a quasi-experimental design manipulating cognitive style, levels of parental mediation (low vs. high), and self-control (low vs. high). Results revealed that parental mediation and children's cognitive characteristics significantly influence online learning performance. Children with an independent cognitive style, particularly under low mediation conditions, exhibited superior learning outcomes. Furthermore, children's self-control ability interacted with parental mediation levels to determine performance; under low mediation, children with high self-control outperformed those with low self-control. Additionally, active parental mediation demonstrated greater advantages over restrictive approaches in enhancing learning, especially for children with low self-control.
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