تدوین مدل آموزشی برای عملکرد تحصیلی مبتنی بر هوش چندگانه با واسطه‌گری خودپنداره و عزّت‌نفس: یک الگوی ساختاری
محورهای موضوعی : تربیتیمحمدرضا ربیعی نژاد 1 , محمدباقر کجباف 2 , محمدمهدی مظاهری 3 , هوشنگ طالبی 4 , احمد عابدی 5
1 - دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، ایران
2 - عضو هیأت علمی، دانشگاه اصفهان، ایران
3 - عضو هیأت علمی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، ایران
4 - عضو هیأت علمی، دانشگاه اصفهان، ایران
5 - عضو هیأت علمی، دانشگاه اصفهان، ایران
کلید واژه: هوش چندگانه, عملکرد تحصیلی, عزّت‌نفس, خودپنداره,
چکیده مقاله :
پژوهش حاضر اجمالاً با هدف تدوین مدل آموزشی مبتنی بر هوش چندگانه به روش همبستگی انجام شد. جامعه آماری همۀ دانش‌آموزان پسر دبستانی پایۀ چهارم و پنجم ابتدایی شهر قزوین در سال تحصیلی 93ـ1392 بودند. نمونه شامل 359 دانش‌آموز که به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزار پژوهش پرسشنامۀ مقیاس عزّت نفس (روزنبرگ، 1965)، آزمون خودپنداره (تنسی، 1964) و مقیاس سنجش هوش‌های چندگانه (عابدی، 1387) بود. معیار عملکرد تحصیلی از میانگین نمرات دروس به‌دست آمد. نتایج حاصل از تحلیل معادلات ساختاری و تحلیل رگرسیون چندگانه نشان دادند، مسیرهای مستقیم هوش درون‌فردی، هوش موسیقایی، هوش منطقی ـ ریاضی، خودپنداره و عزت‌نفس با عملکرد تحصیلی معنی‌دار است. مسیرهای مستقیم هوش طبیعت‌گرا، هوش درون‌فردی، هوش میان‌فردی، هوش موسیقایی، هوش فضایی، هوش زبانی و خودپنداره با عزت‌نفس معنی‌دار است. اثر مستقیم و غیرمستقیم هوش درون‌فردی بر عملکرد تحصیلی و عزّت‌نفس معنادار بود (به ترتیب 003/0P=، 02/0P= و 04/0P=، 001/0P=). اثرمستقیم هوش درون‌فردی بر خودپنداره نیز معنادار بود (001/0P=). این اطلاعات می‌تواند برای طراحی برنامه‌های آموزشی بر مبنای هوش چندگانه و به‌منظور بالا بردن عملکرد تحصیلی دانش‌آموزان استفاده می‌شود.
The purpose of the present correlational study was generally to develop an educational model based on multiple intelligences. The population consisted of all male students of the fourth and fifth grades at primary school in Qazvin (2013-2014). The sample included 359 male students who were selected through multi-stage cluster sampling method. Research instruments were Rosenberg's self-esteem scale (1965), Tennessee's self-concept scale (1964) and Abedi multiple intelligences scale (2009). Also, the mean of the student’s final scores was used to assess their academic achievement. The results of structural equation and multiple regression analysis showed that there is a significant relationship between naturalistic intelligence, intrapersonal intelligence, musical intelligence, logical-mathematical intelligence, self-concept and self-esteem with academic achievement. In addition, there was a significant relationship between naturalistic intelligence, intrapersonal intelligence, interpersonal intelligence, spatial intelligence, linguistic-verbal intelligence, self-concept with self-esteem. Moreover, intrapersonal intelligence direct and indirect effect on academic achievement and self-esteem is significant (Respectively P=0.001, P=0.04, P=0.02, P=0.003). Direct effect of intrapersonal intelligence on self-concept is significant (P=0.001), too. This information can be used to design educational programs and to enhance academic achievement of students based on multiple intelligences.
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