تأثیر راهبردهای شناختی و فراشناختی بر خودپنداره و اهمال‌کاری دانش‌آموزان مقطع متوسطه اول
محورهای موضوعی : آموزش و پرورش
سپیده صفرپور دهکردی
1
,
پگاه جوجم
2
1 - گروه تکنولوژی آموزشی،واحد شیراز،دانشگاه آزاد اسلامی،شیراز ،ایران.
2 - گروه تکنولوژی آموزشی،واحد شیراز،دانشگاه آزاد اسلامی،شیراز،ایران.
کلید واژه: خودپنداره, اهمال‌کاری, راهبردهای شناختی و فراشناختی, دانش‌آموزان متوسطه اول,
چکیده مقاله :
مقدمه و هدف: این پژوهش با هدف بررسی تأثیر راهبردهای شناختی و فراشناختی بر خودپنداره و اهمال‌کاری دانش‌آموزان مقطع متوسطه اول شهر شیراز انجام شد.روش شناسی پژوهش: روش پژوهش از نوع آزمایشی با طرح پیش‌آزمون و پس‌آزمون، برای هر دو گروه آزمایش و کنترل بود. جامعه آماری پژوهش حاضر را تمامی دانش‌آموزان دختر مقطع متوسطه اول (پایه نهم) ناحیه 1 شیراز در سال تحصیلی 1401-1400 تشکیل دادند که تعداد آن‌ها با رجوع به اداره آموزش و پرورش شهر شیراز حدود 1850 نفر برآورد شده است. 60 نفر از دانش‌آموزان مورد مطالعه، به روش نمونه‌گیری هدفمند به عنوان نمونه انتخاب شدند. ابزار مورد استفاده در این پژوهش، پرسشنامه‌های اهمال‌کاری تحصیلی سولومون و راث بلوم و خودپنداره چن و تامپسون بوده است. روایی صوری و محتوایی پرسشنامه توسط خبرگان و اهل فن و پایایی با روش آلفای کرونباخ مورد تأیید قرار گرفت. برای تحلیل داده‌ها از آمار توصیفی (میانگین و انحراف استاندارد) و از آمار استنباطی (تحلیل کوواریانس یک متغیری و چند متغیری) استفاده شد.یافته ها: نتایج پژوهش حاکی از آن بود که استفاده از راهبردهای شناختی و فراشناختی، 4/13 درصد واریانس خودپنداره و 9/21 درصد واریانس اهمال کاری دانش آموزان را تبیین می‌کند. همچنین استفاده از راهبردهای شناختی و فراشناختی بر میزان ابعاد خودپنداره (عمومی، آموزشگاهی و غیرآموزشگاهی) و ابعاد اهمال کاری (آماده شدن برای امتحانات، آماده کردن تکالیف و آماده شدن برای پژوهش) تأثیر معنی‌دار دارد.بحث و نتیجه گیری: نتایج نشان داد که دانش‌آموزانی که از راهبردهای شناختی و فراشناختی استفاده کرده‌اند، از لحاظ خودپنداره و اهمال کاری وضع بهتری نسبت به سایر دانش‌آموزان داشتند.
Introduction: The aim of this study was to investigate the effect of cognitive and metacognitive strategies on self-concept and procrastination of first grade high school students in Shiraz city.research methodology: The research method was experimental with pre-test and post-test design for both experimental and control groups. The statistical population of the present study consisted of all female students of the first grade high school (ninth grade) of District 1 of Shiraz in the academic year 2021-2022, whose number is estimated to be about 1850 by referring to the Education Department of Shiraz city. Sixty students were selected through purposive sampling method. The instruments used in this study were Solomon and Roth Bloom and Chen and Thompson self-concept of academic procrastination questionnaires. The face and content validity of the questionnaire was confirmed by experts and technicians and the reliability was confirmed by Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (univariate and multivariate analysis of covariance) were used to analyze the data.Findings: The results of the research indicated that the use of cognitive and metacognitive strategies explains 13.4% of the variance of self-concept and 21.9% of the variance of students' procrastination. Also, the use of cognitive and metacognitive strategies has a significant effect on the dimensions of self-concept (general, educational and non-academic) and dimensions of procrastination (preparing for exams, preparing homework and preparing for research).Conclusion: The results indicated that the students who used cognitive and metacognitive strategies were better than other students in terms of self-concept and procrastination.
References
Arens, A. K., Jansen, M., Preckel, F. Schmidt, I., & Brunner, M. (2021). The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models. Review of Educational Research. 91(1): 34-72.
Asadzadeh, H. (2018). Anticipating University students' academic performance based on their cognitive style and academic procrastination. Education Strategies in Medical Sciences, 11(1), 30-39.
Azarbadkan, F., & Asgari Ebrahimabad, M. J. (2018). The Prediction of Academic Procrastination on Self-handicapping and Academic Expectations Stress. The Journal of New Thoughts on Education, 14(3), 99-116.
Azizian kohan, N., Dehghani, M., Momenifar, F. (2021). The Impact of Academic Self-Concept on Academic Enthusiasm with Mediator Role of Sports Participation Motivation Among Student. Journal of School Psychology, 10(1), 116-131.
Batres, M. (2018). University Students’ Cognitive Strategies, Emotions, Procrastination, and Motivation for Learning.
Browning, M. H. E. M., & Rigolon, A. (2019). School Green Space and Its Impact on Academic Performance: A Systematic Literature Review. International Journal of Environmental Research and Public Health. 16(3): 429-450.
Bilgin, E., Bulca, T., & Demirhan, G. (2020). Relationships between Physical Activity Level, Health-Related Fitness, Academic Achievement, and Academic Self-Concept. Education and Science. https://www.researchgate.net/publication/340037048.
Entezami, N., Ahghar, G., Shabani, H. (2017). The Effect of Self-Regulated Learning on Conflict Resolution Styles in Guidance School Students. New Educational Approaches , 12(1), 110-129.
Ghadampour, E., & Beiranvand, K. (2019). Effect of cognitive and metacognitive learning strategies training on academic procrastination and self efficacy in students. Advances in Cognitive Science, 21(3), 31-41.
Hashemipour, H., Keramati, H., Kavousian, J., & Arabzadeh, M. (2021). Predicting academic procrastination of university students based on metacognitive beliefs about procrastination with mediating role of test anxiety: Structural model. Journal of Cognitive Psychology, 8(4), 1-15.
Howell, A. J. & Watson, D. C. (2017). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43 (1), 167-178.
Karami, B., Allah Karami, A., & Hashemi, N. (2013). Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept. Journal of Innovation and Creativity in Human Science, 2(4), 121-140.
Kavousian, J., & Karimi, K. (2020). The Effectiveness of Metacognitive Skills Training on Students' Academic Procrastination and Academic Delay of Gratification.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2018). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33 (4), 915-931.
Limone, P., Sinatra, M., Ceglie, F., & Monacis, L. (2020). Examining procrastination among university students through the lens of the self-regulated learning model. Behavioral Sciences, 10(12), 184.
Loeffler, S. N., Stumpp, J., Grund, S., Limberger, M. F., & Ebner-Priemer, U. W. (2019). Fostering self-regulation to overcome academic procrastination using interactive ambulatory assessment. Learning and Individual Differences, 75, 101760.
Malahi, F., Tabodi, M. (2020). A study of academic self-concept in relation to students' hopes of studying in the first year of high school. medical journal of mashhad university of medical sciences, 62(5.1), 507-517.
Mohsenzadeh, M., Azizi, M., & Shahidi, E. (2020). Investigating the effectiveness of cognitive and metacognitive strategies on academic self-concept, academic self-disability and reflective thinking of male students of the first year of high school. Journal of New Advances in Psychology, Educational Sciences and Education, 3(32), 12-26.
Moradi, R., Khazai, A., Ahmadi, A. (2017). The impact of math skills education in educational multimedia environment on self-concept and learning of students with disabilities in learning mathematics. Journal of Learning Disabilities, 6(4), 126-152.
Parviz, K., & Sharifi, M. (2018). The relationship between cognitive and metacognitive strategies and the academic success rate of urban and rural high school students. Bimonthly Scientific-Research Education Strategies in Medical Sciences, 4(1), 1-6.
Pourmahammadghoochani, K., Ghadampour, E., Yousefvand, M., Padervand, P., & Aj, A. (2019). The Effectiveness of Cognitive–metacognitive strategies training the difference of Problem solving styles and referential thinking in high school female students. The Journal of New Thoughts on Education, 15(2), 203-216.
Razeghi, F. A., Mirzahosseini, H., & Majid Zargham Hajebi, M. (2020). The Effectiveness of Teaching Self-Regulated Learning Strategies on Academic Procrastination and Its Components. Strategic Management Researches, 25(75), 155-177.
Ross, M., Perkins, H., & Bodey, K. (2016). Academic motivation and information literacy self-efficacy: The importance of a simple desire to know. Library & information science research, 38(1), 2-9.
Saeediyān, F., & Nili, M. R. (2019). A study on the effect of assertiveness training on social adjustment and positive self-concept for head-of-household women. Clin Psychol Stud, 5, 91-116.
Sam Khaniani, T. (2020). The effectiveness of cognitive and meta-cognitive skills training on Academic procrastination and Psychological well-being in students. Journal of Psychology New Ideas, 4(8), 0-0.
Saif, A A. (2017). Modern educational psychology. Tehran: Doran Publications.
Sheykholeslami, A. (2017). The effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement. Journal of School Psychology, 6(3), 65-84.
Siddiqui, G. K., Taj, S., & Maqsood, F. (2020). Metacognitive awareness, procrastination and its impact on students’ academic performance. sjesr, 3(4), 400-406.
Tan, R. E. (2019). Academic self-concept, learning strategies and problem solving achievement of university students. European Journal of Education Studies.
Yarmohammadian, A., Ghamarani, A., Seifi, Z., Arfa, M. (2015). Effectiveness of cognitive strategies training on memory, reading performance and speed of information processing in students with dyslexia. Journal of Learning Disabilities, 4(4), 101-117.
Zeidner, M. (2017). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A.
Zhou, M., Lam, K. K. L., & Zhang, Y. (2021). Metacognition and Academic Procrastination: A Meta-Analytical Examination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 1-35.
Ziegler, N., & Opdenakker, M. C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71-82.
_||_
References
Arens, A. K., Jansen, M., Preckel, F. Schmidt, I., & Brunner, M. (2021). The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models. Review of Educational Research. 91(1): 34-72.
Asadzadeh, H. (2018). Anticipating University students' academic performance based on their cognitive style and academic procrastination. Education Strategies in Medical Sciences, 11(1), 30-39.
Azarbadkan, F., & Asgari Ebrahimabad, M. J. (2018). The Prediction of Academic Procrastination on Self-handicapping and Academic Expectations Stress. The Journal of New Thoughts on Education, 14(3), 99-116.
Azizian kohan, N., Dehghani, M., Momenifar, F. (2021). The Impact of Academic Self-Concept on Academic Enthusiasm with Mediator Role of Sports Participation Motivation Among Student. Journal of School Psychology, 10(1), 116-131.
Batres, M. (2018). University Students’ Cognitive Strategies, Emotions, Procrastination, and Motivation for Learning.
Browning, M. H. E. M., & Rigolon, A. (2019). School Green Space and Its Impact on Academic Performance: A Systematic Literature Review. International Journal of Environmental Research and Public Health. 16(3): 429-450.
Bilgin, E., Bulca, T., & Demirhan, G. (2020). Relationships between Physical Activity Level, Health-Related Fitness, Academic Achievement, and Academic Self-Concept. Education and Science. https://www.researchgate.net/publication/340037048.
Entezami, N., Ahghar, G., Shabani, H. (2017). The Effect of Self-Regulated Learning on Conflict Resolution Styles in Guidance School Students. New Educational Approaches , 12(1), 110-129.
Ghadampour, E., & Beiranvand, K. (2019). Effect of cognitive and metacognitive learning strategies training on academic procrastination and self efficacy in students. Advances in Cognitive Science, 21(3), 31-41.
Hashemipour, H., Keramati, H., Kavousian, J., & Arabzadeh, M. (2021). Predicting academic procrastination of university students based on metacognitive beliefs about procrastination with mediating role of test anxiety: Structural model. Journal of Cognitive Psychology, 8(4), 1-15.
Howell, A. J. & Watson, D. C. (2017). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43 (1), 167-178.
Karami, B., Allah Karami, A., & Hashemi, N. (2013). Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept. Journal of Innovation and Creativity in Human Science, 2(4), 121-140.
Kavousian, J., & Karimi, K. (2020). The Effectiveness of Metacognitive Skills Training on Students' Academic Procrastination and Academic Delay of Gratification.
Klassen, R. M., Krawchuk, L. L., & Rajani, S. (2018). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. Contemporary Educational Psychology, 33 (4), 915-931.
Limone, P., Sinatra, M., Ceglie, F., & Monacis, L. (2020). Examining procrastination among university students through the lens of the self-regulated learning model. Behavioral Sciences, 10(12), 184.
Loeffler, S. N., Stumpp, J., Grund, S., Limberger, M. F., & Ebner-Priemer, U. W. (2019). Fostering self-regulation to overcome academic procrastination using interactive ambulatory assessment. Learning and Individual Differences, 75, 101760.
Malahi, F., Tabodi, M. (2020). A study of academic self-concept in relation to students' hopes of studying in the first year of high school. medical journal of mashhad university of medical sciences, 62(5.1), 507-517.
Mohsenzadeh, M., Azizi, M., & Shahidi, E. (2020). Investigating the effectiveness of cognitive and metacognitive strategies on academic self-concept, academic self-disability and reflective thinking of male students of the first year of high school. Journal of New Advances in Psychology, Educational Sciences and Education, 3(32), 12-26.
Moradi, R., Khazai, A., Ahmadi, A. (2017). The impact of math skills education in educational multimedia environment on self-concept and learning of students with disabilities in learning mathematics. Journal of Learning Disabilities, 6(4), 126-152.
Parviz, K., & Sharifi, M. (2018). The relationship between cognitive and metacognitive strategies and the academic success rate of urban and rural high school students. Bimonthly Scientific-Research Education Strategies in Medical Sciences, 4(1), 1-6.
Pourmahammadghoochani, K., Ghadampour, E., Yousefvand, M., Padervand, P., & Aj, A. (2019). The Effectiveness of Cognitive–metacognitive strategies training the difference of Problem solving styles and referential thinking in high school female students. The Journal of New Thoughts on Education, 15(2), 203-216.
Razeghi, F. A., Mirzahosseini, H., & Majid Zargham Hajebi, M. (2020). The Effectiveness of Teaching Self-Regulated Learning Strategies on Academic Procrastination and Its Components. Strategic Management Researches, 25(75), 155-177.
Ross, M., Perkins, H., & Bodey, K. (2016). Academic motivation and information literacy self-efficacy: The importance of a simple desire to know. Library & information science research, 38(1), 2-9.
Saeediyān, F., & Nili, M. R. (2019). A study on the effect of assertiveness training on social adjustment and positive self-concept for head-of-household women. Clin Psychol Stud, 5, 91-116.
Sam Khaniani, T. (2020). The effectiveness of cognitive and meta-cognitive skills training on Academic procrastination and Psychological well-being in students. Journal of Psychology New Ideas, 4(8), 0-0.
Saif, A A. (2017). Modern educational psychology. Tehran: Doran Publications.
Sheykholeslami, A. (2017). The effectiveness of cognitive and meta-cognitive learning strategy training on academic procrastination of students with low academic achievement. Journal of School Psychology, 6(3), 65-84.
Siddiqui, G. K., Taj, S., & Maqsood, F. (2020). Metacognitive awareness, procrastination and its impact on students’ academic performance. sjesr, 3(4), 400-406.
Tan, R. E. (2019). Academic self-concept, learning strategies and problem solving achievement of university students. European Journal of Education Studies.
Yarmohammadian, A., Ghamarani, A., Seifi, Z., Arfa, M. (2015). Effectiveness of cognitive strategies training on memory, reading performance and speed of information processing in students with dyslexia. Journal of Learning Disabilities, 4(4), 101-117.
Zeidner, M. (2017). Test anxiety in educational contexts: Concepts, findings, and future directions. In P. A.
Zhou, M., Lam, K. K. L., & Zhang, Y. (2021). Metacognition and Academic Procrastination: A Meta-Analytical Examination. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 1-35.
Ziegler, N., & Opdenakker, M. C. (2018). The development of academic procrastination in first-year secondary education students: The link with metacognitive self-regulation, self-efficacy, and effort regulation. Learning and Individual Differences, 64, 71-82.
