تعیین اثربخشی آموزش راهبردهای خودتنظیمی بر سرزندگی تحصیلی و خلاقیت دانش آموزان اهمال کار
محورهای موضوعی : زن و خانوادهسپیده زال جارچلو 1 , غلامحسین انتصار فومنی 2 , قمر کیانی 3 , مسعود حجازی 4
1 - دانشجوی دکترای روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران
2 - استادیار گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران (نویسنده مسؤل) GhFoumani@auz.ac.ir
3 - استادیار گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران
4 - استادیار گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان، ایران
کلید واژه: خلاقیت, راهبردهای خودتنظیمی, سرزندگی تحصیلی, دانش آموزان اهمال کار,
چکیده مقاله :
هدف: هدف پژوهش حاضر تعیین اثربخشی آموزش راهبردهای خودتنظیمی بر سرزندگی تحصیلی و خلاقیت دانش-آموزان اهمال‌کار بود.روش: این پژوهش به شیوه نیمه‌آزمایشی و با طرح پیش‌آزمون-پس‌آزمون با گروه گواه و پیگیری انجام شد. جامعه آماری پژوهش شامل تمامی دانش‌آموزان دختر پایه دهم دوره متوسط شهر ارومیه در سال تحصیلی 99-1398 به تعداد 3295 نفر بود. برای نمونه‌گیری، تعداد 40 نفر دانش‌آموزان داوطلب واجد شرایط که نمره کمتر از 81 در پرسشنامه اهمال‌کاری تحصیلی سولومون و راث‌بلوم (1984)، کمتر از 36 در پرسشنامه سرزندگی تحصیلی دهقانی‌زاده و حسین‌چاری (1391) و نمره کمتر از 120 در خلاقیت عابدی (1372) کسب کرده بودند مشخص و سپس به صورت تصادفی در 2 گروه مطالعه (20 نفر در گروه آزمایش و 20 نفر در گروه گواه) وارد شدند. بسته آموزشی راهبردهای خودتنظیمی پنتریچ (1999) برای گروه آزمایش اجرا شد. زمان این برنامه آموزشی 15 جلسه 90 دقیقه‌ای و زمان آموزش نیز 3 هفته بود. یافته ها: نتایج نشان داد برای متغیر سرزندگی تحصیلی اثر گروه (001/0P˂ و 687/0Eta=)، اثر زمان (001/0P˂ و 816/0Eta=) و اثر متقابل گروه × زمان (001/0P˂ و 727/0Eta=) معنادار بود. همچنین نتایج نشان داد برای متغیر خلاقیت اثر گروه (001/0P˂ و 777/0Eta=)، اثر زمان (001/0P˂ و 802/0Eta=) و اثر متقابل گروه × زمان (001/0P˂ و 626/0Eta=) معنادار بود. نتیجه گیری: با توجه به یافته‌های پژوهش می‌توان نتیجه گرفت دانش‌آموزان اهمال‌کاری که در رابطه با سرزندگی تحصیلی و خلاقیت دچار ناتوانی‌هایی هستند چنانچه در معرض آموزش راهبردهای خودتنظیمی قرار گیرند می‌توانند موفقیت‌هایی در این زمینه کسب کنند.
The aim of this study was to determine the effectiveness of teaching self-regulatory strategies on academic vitality and creativity of procrastinating students. This research was conducted in a quasi-experimental manner with a pre-test-post-test design with a control and follow-up group. The statistical population of the study included all female students of the tenth grade of the middle school in the city of Urmia in the academic year of 2019-2020 in the number of 3295 people. Purposeful method was used for sampling. Therefore, there are 40 eligible volunteer students with a score of less than 81 in the Solomon and Rathblum (1984) Academic Procrastination Questionnaire, less than 36 in the Dehghani-Zadeh and Hossein-Chari Academic Vitality Questionnaire (2012) and a score of less than 120 in Abedi (1993) creativity were identified and then randomly entered into two study groups. Pentrich (1999) self-regulatory strategies training package was implemented for the experimental group. During this period, the control group did not receive any training. Data were analyzed by repeated measures analysis of variance and Bonferroni post hoc test using SPSS software. The results showed that for the academic vitality variable, group effect (P˂0.001 and Eta= 0.687), time effect (P˂0.001 and Eta= 0.816) and group × time interaction (P˂0.001 and Eta= 0.727) was significant. The results also showed that for the creativity variable the effect of group (P˂0.001 and Eta= 0.777), the effect of time (P˂0.001 and Eta= 0.802) and the interaction of group × time (P˂0.001 and Eta= 0.626) was significant. Based on the results of the present study, it can be concluded that self-regulatory strategies can be used to treat procrastination in students and increase their academic vitality and creativity
Abedi, J. (1993). Creativity and new ways of measuring it. Journal of Psychological Research, 2(1), 46-54.
Bereczki, E.O., Karpati, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25-56.
Bozorghinezhad, Kh., Zarei, R. (2019). A survey of the views of female high school students on the socio-educational criteria for choosing a non-governmental school. Journal of Women and Society, 10(40), 245-260.
Chen, J.H., Bjorkman, A., Zou, J.H., Engstrom, M. (2019). Self–regulated learning ability, metacognitive ability, and general self-efficacy in a sample of nursing students: A cross-sectional and correlational study. Nurse Education in Practice, 37, 15-21.
Cho, M.H., Kim, Y., Choi, D. (2017). The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education, 34, 10-17.
Chu, L., Li, P.H., Yu, M.N. (2020). The longitudinal effect of children’s self-regulated learning on reading habits and well-being. International Journal of Educational Research, 104, 1-14.
Chung, T.S. (2016). Table-top role playing game and creativity. Journal of Thinking Skills and Creativity, 8, 56-71.
Dehghanizadeh, M.H., Hossinchari, M. (2012). Academic vitality and perception of family communication pattern, mediating role of self-efficacy. Journal of Teaching and Learning Studies, 4(2), 21-47.
Embo, M., Valcke, M. (2019). Improving student midwives’ workplace learning by moving from self- to co-regulated learning. Women and Birth, 32(3), 384-390.
Fathi, D., Jamalabadi, M. (2017). Investigating the mediation deficit of resilience in relation to academic support and academic vitality. Journal of Education Strategies, 10(4), 263-269.
Hassanzadeh, R. (2018). Research Methods in Behavioral Sciences. Tehran: Savalan Publications.
Huang, C.Q., Han, Z.M., Li, M.X., Jong, M.S.Y., Tsai, C.C. (2019). Investigating students' interaction patterns and dynamic learning sentiments in online discussions. Computers & Education, 140, 1-10.
Kirisci, N., Sak, U., Karakacak, F. (2020). The effectiveness of the selective problem solving model on students’ mathematical creativity: A Solomon four-group research. Thinking Skills and Creativity, 38, 1-11.
Kuchler, A.M., Albus, P., Ebert, D.D. (2019). Baumeister H. Effectiveness of an internet-based intervention for procrastination in college students (StudiCare Procrastination): Study protocol of a randomized controlled trial. Internet Interventions, 17, 1-9.
Laer, S.V., Elen, J. (2019). The effect of cues for calibration on learners' self-regulated learning through changes in learners’ learning behaviour and outcomes. Computers & Education, 135, 30-48.
Li, L., Gao, H., Xu, Y. (2020). The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination. Computers & Education, 159, 1-11.
Martin, A.J., Marsh, H.W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53-83.
Miller, S., Connolly, P., Maguire, L.K. (2013).Well-being, Academic buoyancy and educational achievement in primary school student. International Journal of Educational Research, 62(39), 239-248.
Mortazavi, S.M., Shoghi, B. (2012). Individual and organizational creativity (concepts, definitions and theories). Tehran: Raze Nahan Publications.
Narimani, M., Mohamadamini, Z., Zahed, A., Abolghasemi, A. (2015). Comparing the effectiveness of teaching self-directed and problem-solving learning strategies on the academic motivation of procrastinating students. Journal of School Psychology, 4(1), 139-155.
Pala, A., Akyildiz, M., Bagci, C. (2011). Academic procrastination behavior of preservice teachers’of CelalBayar University. Procedia- Social and Behavioral Sciences, 29, 1418-1425.
Perry, N.E., Phillips, L., Hutchinson, L. (2016). Mentoring student teachers to support selfregulated learning. Elementary School Journal, 106(3), 237-254.
Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
Putwain, D., Connors, L., Douglas-Osborn, E. (2011). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress & Coping, 25(3), 349-358
Putwain, D.W., Gallard, D., Beaumont, J. (2020). Academic buoyancy protects achievement against minor academic adversities. Learning and Individual Differences, 83, 1-12.
Rahimi, M., Vaezfar, S.S., Jarivand, H. (2015). The simple and multiple relationship of the power of enduring the ambiguity and emotional atmosphere of the family with cognitive creativity. Journal of Innovation and Creativity in the Humanities, 5(2), 147-164.
Shek, D.T., Li, X. (2016). Perceived School Performance, Life Satisfaction, and Hopelessness: A 4-Year Longitudinal Study of Adolescents in Hong Kong. Social Indicators Research, 126(2), 921-934.
Solomon, L.J., Rothblum, E.D. (1984). Academicprocrastination: frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.
Stolaki, A., Economides, A.A. (2018). The Creativity Challenge Game: An educational intervention for creativity enhancement with the integration of Information and Communication Technologies (ICTs). Computers & Education, 123, 195-211.
Sunley, R., Harding, L., Jones, J. (2019). Realising creativity in management education: Putting student energy into action. The International Journal of Management Education, 17(2), 172-181.
Twigg, E., Yates, E. (2019). Student reflections on the place of creativity in early years practice: Reflections on second year work placement experience. Thinking Skills and Creativity, 31, 335-345.
Uzun, B., Ferrari, J.R., LeBlanc, S. (2018). Put aside procrastination: Positive emotional outcomes from self-forgiveness for delays. North American Journal of Psychology, 20(1), 171-86.
Xu, H., Ko, P.Y. (2019). Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong. Teaching and Teacher Education, 80, 106-114.
Zenko, Z., Obrien, J.D., Berman, C.J., Ariely, D. (2017). Comparison of affect-regulated, self-regulated, and heart-rate regulated exercise prescriptions: Protocol for a randomized controlled trial. Psychology of Sport and Exercise, 32, 124-130.
Zhang, M.X., Wu, A.M.S. (2020). Effects of smartphone addiction on sleep quality among Chinese university students: The mediating role of self-regulation and bedtime procrastination, Addictive Behaviors, 111, 1-7.
Ziegler, N., Opdenakker, C.O. (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.
Zimmerman, B.J. (1990). Attaining self-regulation a social cognitive perspective. Handbook of self-regulation (pp.13-39), San Diego, CA: Academic Press.
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Abedi, J. (1993). Creativity and new ways of measuring it. Journal of Psychological Research, 2(1), 46-54.
Bereczki, E.O., Karpati, A. (2018). Teachers’ beliefs about creativity and its nurture: A systematic review of the recent research literature. Educational Research Review, 23, 25-56.
Bozorghinezhad, Kh., Zarei, R. (2019). A survey of the views of female high school students on the socio-educational criteria for choosing a non-governmental school. Journal of Women and Society, 10(40), 245-260.
Chen, J.H., Bjorkman, A., Zou, J.H., Engstrom, M. (2019). Self–regulated learning ability, metacognitive ability, and general self-efficacy in a sample of nursing students: A cross-sectional and correlational study. Nurse Education in Practice, 37, 15-21.
Cho, M.H., Kim, Y., Choi, D. (2017). The effect of self-regulated learning on college students' perceptions of community of inquiry and affective outcomes in online learning. The Internet and Higher Education, 34, 10-17.
Chu, L., Li, P.H., Yu, M.N. (2020). The longitudinal effect of children’s self-regulated learning on reading habits and well-being. International Journal of Educational Research, 104, 1-14.
Chung, T.S. (2016). Table-top role playing game and creativity. Journal of Thinking Skills and Creativity, 8, 56-71.
Dehghanizadeh, M.H., Hossinchari, M. (2012). Academic vitality and perception of family communication pattern, mediating role of self-efficacy. Journal of Teaching and Learning Studies, 4(2), 21-47.
Embo, M., Valcke, M. (2019). Improving student midwives’ workplace learning by moving from self- to co-regulated learning. Women and Birth, 32(3), 384-390.
Fathi, D., Jamalabadi, M. (2017). Investigating the mediation deficit of resilience in relation to academic support and academic vitality. Journal of Education Strategies, 10(4), 263-269.
Hassanzadeh, R. (2018). Research Methods in Behavioral Sciences. Tehran: Savalan Publications.
Huang, C.Q., Han, Z.M., Li, M.X., Jong, M.S.Y., Tsai, C.C. (2019). Investigating students' interaction patterns and dynamic learning sentiments in online discussions. Computers & Education, 140, 1-10.
Kirisci, N., Sak, U., Karakacak, F. (2020). The effectiveness of the selective problem solving model on students’ mathematical creativity: A Solomon four-group research. Thinking Skills and Creativity, 38, 1-11.
Kuchler, A.M., Albus, P., Ebert, D.D. (2019). Baumeister H. Effectiveness of an internet-based intervention for procrastination in college students (StudiCare Procrastination): Study protocol of a randomized controlled trial. Internet Interventions, 17, 1-9.
Laer, S.V., Elen, J. (2019). The effect of cues for calibration on learners' self-regulated learning through changes in learners’ learning behaviour and outcomes. Computers & Education, 135, 30-48.
Li, L., Gao, H., Xu, Y. (2020). The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination. Computers & Education, 159, 1-11.
Martin, A.J., Marsh, H.W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46(1), 53-83.
Miller, S., Connolly, P., Maguire, L.K. (2013).Well-being, Academic buoyancy and educational achievement in primary school student. International Journal of Educational Research, 62(39), 239-248.
Mortazavi, S.M., Shoghi, B. (2012). Individual and organizational creativity (concepts, definitions and theories). Tehran: Raze Nahan Publications.
Narimani, M., Mohamadamini, Z., Zahed, A., Abolghasemi, A. (2015). Comparing the effectiveness of teaching self-directed and problem-solving learning strategies on the academic motivation of procrastinating students. Journal of School Psychology, 4(1), 139-155.
Pala, A., Akyildiz, M., Bagci, C. (2011). Academic procrastination behavior of preservice teachers’of CelalBayar University. Procedia- Social and Behavioral Sciences, 29, 1418-1425.
Perry, N.E., Phillips, L., Hutchinson, L. (2016). Mentoring student teachers to support selfregulated learning. Elementary School Journal, 106(3), 237-254.
Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31(6), 459-470.
Putwain, D., Connors, L., Douglas-Osborn, E. (2011). Is academic buoyancy anything more than adaptive coping?. Anxiety, Stress & Coping, 25(3), 349-358
Putwain, D.W., Gallard, D., Beaumont, J. (2020). Academic buoyancy protects achievement against minor academic adversities. Learning and Individual Differences, 83, 1-12.
Rahimi, M., Vaezfar, S.S., Jarivand, H. (2015). The simple and multiple relationship of the power of enduring the ambiguity and emotional atmosphere of the family with cognitive creativity. Journal of Innovation and Creativity in the Humanities, 5(2), 147-164.
Shek, D.T., Li, X. (2016). Perceived School Performance, Life Satisfaction, and Hopelessness: A 4-Year Longitudinal Study of Adolescents in Hong Kong. Social Indicators Research, 126(2), 921-934.
Solomon, L.J., Rothblum, E.D. (1984). Academicprocrastination: frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31(4), 503-509.
Stolaki, A., Economides, A.A. (2018). The Creativity Challenge Game: An educational intervention for creativity enhancement with the integration of Information and Communication Technologies (ICTs). Computers & Education, 123, 195-211.
Sunley, R., Harding, L., Jones, J. (2019). Realising creativity in management education: Putting student energy into action. The International Journal of Management Education, 17(2), 172-181.
Twigg, E., Yates, E. (2019). Student reflections on the place of creativity in early years practice: Reflections on second year work placement experience. Thinking Skills and Creativity, 31, 335-345.
Uzun, B., Ferrari, J.R., LeBlanc, S. (2018). Put aside procrastination: Positive emotional outcomes from self-forgiveness for delays. North American Journal of Psychology, 20(1), 171-86.
Xu, H., Ko, P.Y. (2019). Enhancing teachers’ knowledge of how to promote self-regulated learning in primary school students: A case study in Hong Kong. Teaching and Teacher Education, 80, 106-114.
Zenko, Z., Obrien, J.D., Berman, C.J., Ariely, D. (2017). Comparison of affect-regulated, self-regulated, and heart-rate regulated exercise prescriptions: Protocol for a randomized controlled trial. Psychology of Sport and Exercise, 32, 124-130.
Zhang, M.X., Wu, A.M.S. (2020). Effects of smartphone addiction on sleep quality among Chinese university students: The mediating role of self-regulation and bedtime procrastination, Addictive Behaviors, 111, 1-7.
Ziegler, N., Opdenakker, C.O. (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.
Zimmerman, B.J. (1990). Attaining self-regulation a social cognitive perspective. Handbook of self-regulation (pp.13-39), San Diego, CA: Academic Press.
