اثربخشی آموزش راهبردهای شناختی – فراشناختی بر تغییر سطح تاب‌آوری تحصیلی و تفکر ارجاعی دانش‌آموزان دختر
محورهای موضوعی : روانشناسی تربیتیمهدی یوسف‌وند 1 , فضل‌اله میردریکوندی 2 , محمدعلی سپهوندی سپهوندی 3 , علی‌اصغر فرخ‌زادیان 4
1 - دکترای روانشناسی تربیتی، گروه روانشناسی، دانشگاه لرستان، خرم آباد، ایران
2 - دانشیار روانشناسی عمومی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران
3 - استادیار روانشناسی عمومی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران
4 - دانشگاه آزاد اسلامی، واحد خوارسگان، باشگاه پژوهشگران جوان و نخبگان، اصفهان، ایران
کلید واژه: آموزش راهبردهای شناختی &ndash, فراشناختی, تفکر ارجاعی, سطح تاب‌آوری تحصیلی,
چکیده مقاله :
هدف اصلی این پژوهش، تعیین میزان اثربخشی آموزش راهبردهای شناختی – فراشناختی بر تغییر سطح تاب آوری تحصیلی و تفکر ارجاعی دانش‌آموزان دوره متوسطه دوم شهر خرم آباد بود. این پژوهش به صورت شبه تجربی بود که در آن از طرح پیش آزمون - پس آزمون با گروه کنترل استفاده شد. نمونه پژوهش 40 آزمودنی بود که از میان دانش‌آموزان دختر دبیرستانی شهر خرم آباد انتخاب و به صورت تصادفی در گـروه های آزمایش(آموزش راهبردهای شناختی – فراشناختی) و گواه گمارده شدند. در مرحله مداخله گروه آزمایش به مدت 8 جلسه 2 ساعته تحت آموزش راهبردهای شناختی – فراشناختی قرار گرفتند. در طی این مدت گروه کنترل هیچ نوع مداخله ای دریافت نکرد. برای جمع آوری داده ها از پرسشنامه تفکر ارجاعی ارینگ(2010) و تاب آوری تحصیلی ساموئل(2003) در مراحل پیش آزمون و پس آزمون برای دو گروه آزمایشی و گواه استفاده شد. داده های پژوهش با روش تحلیل کواریانس تجزیه و تحلیل شدند. تحلیل داده ها به کمک نرم افزار(SPSS.21) انجام گرفت. نتایج تحلیل کوواریانس تفاوت معنی داری بین دو گروه نشان داد. یافته ها حاکی از آن بود که آموزش راهبردهای شناختی – فراشناختی در افزایش سطح تفکر ارجاعی و میزان تاب آوری تحصیلی دانش‌آموزان، اثربخش است
The aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies training the difference of academic resiliency and referential thinking in high school female students in the second Khorramabad. This quasi-experimental study in which the pretest - posttest control group was used. The sample consisted of 40 subjects among female high school students of Khorramabad were selected and randomly assigned to experimental groups (Cognitive – metacognitive strategies training) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours of teaching cognitive strategies - were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking Aryng (2010) and resiliency academic Samuel (2003) in the pre-test and post-test for both test and control groups were used. Data were analyzed using analysis of covariance. Data analysis software program (SPSS.21) was performed. Covariance analysis showed significant differences between the two groups. Results showed that Cognitive – metacognitive strategies training in increasing the level of referential thinking and academic Resiliency is effective
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Ally, M. (2008). Foundations Educational Theory for Online Learning. In: Anderson T, Sanders G. Theory and Practice of Online Learning: Athabasca University. Canada: Athabasca University, 5(4)1-31.
Bruning, Q. H. (2001). Cognitive Psychology and Instruction. Upper Saddler River, 31 -34.
Calmes, C. E. A., & Roberts, J. E. (2007). Repetitive Thought and Emotional Distress: Rumination and worry as prospective predicators of depressive and anxious symptomatology. Journal of Personality and Social Psychology, 4(30)343-356.
Cohen, J. A., Verghese, J., & Zwerling, J. L. (2016). Meta Cognition and gait in older people. Maturitas, 14(93)73-77.
Dominic, A. T., & Elina, B. (2016). Are emotion recognition abilities related to everyday social functioning in ASD? A meta-analysis. Research in Autism Spectrum Disorders,15(32) 24-42.
Drost. J., Vander, D. W., Hemert, A. M., Penninx, B. W., & Spinhoven, P. (2014). Repetitive negative thinking as a factor in depression and anxiety: A co ncept ualr eplicat ion. Cognitive Therapy and Research. 27 (63)177-183.
Ehring, T. (2010). The Perseverative Thinking Questionnaire (PTQ): Validation of a content-independent measure of repetitive negative thinking, Journal Behave There Expel Psychiatry. 42(2) 225-232.
Ghaedi, F., Shabankareh, E., & Moghadamberzegar, M. (2016). Differentiation and thinking Reference: The Mediating Role of learned helplessness. Journal of Social Cognition, 5(1) 75-102[ In Persian].
Gollek, C., & Doherty, M. J. (2013). Cognitive and metacognitive strategy training in word learning: Mutual exclusivity and inferential thinking?Journal of Experimental Child Psychology,18(148)51-69.
Griffiths, C., & Oxford, R. L. (2014). Using Cognitive and metacognitive strategy training to Resilience Education and positive metacognition belief in students. System, Volume 10(43) 1-10.
Gutman, T. M. (2012). Increasing Resilience in Adolescent Nursing Students. Unpublished Doctoral dissertation. The University of Tennessee, Knoxville.
Gutman, T. M., & Shean, F. T. (2013). Increasing Resilience in Adolescent Nursing Students. Unpublished Doctoral dissertation. The University of Tennessee, Knoxville
Inácio, M. J., & Salma, M. H. (2011). THE competence of learning to learn in reduce inferential thinking : Promoting reflective thinking of the trainer of trainers, the role of Cognitive and metacognitive strategy training reflexive portfolio. Procedia - Social and Behavioral Sciences, 10(29)611-619.
Karsli, T. A. (2015). Meta-Cognition and Locus of Control in University Students in Context of Viewpoint to Rape. Procedia - Social and Behavioral Sciences, 205(9) 48-52.
Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., & Ryu, H. (2014). Cooperation learning: reducing inferential thinking skills through cooperative learning and Cognitive and metacognitive strategy training. Computers & Education,104(97) 97-115.
Lili (2016). Cognitive and metacognitive strategy training on ntegrating thinking skills in foreign language learning: What can we learn reduce inferential thinking? Thinking Skills and Creativity, In Press, Corrected Proof, Available online 28 September 2016.
Lisa, B., Jacque, S., Frank, M. M., Karissa, N., & Jean, A. (2015). Meta-cognition is associated with cortical thickness in youth at clinical high risk of psychosis. Psychiatry Research: Neuroimaging, 3(30), 418-423.
Lonie, J. M., & Desai K. R. (2015). Using Cognitive and metacognitive strategy training to develop Resilience Education and self-reflective skills in pharmacy students: A primer for pharmacy educators. Currents in Pharmacy Teaching and Learning, 7(5) 669-675.
Margaryan, A., Littlejohn, A., & Stanton, N. A. (2016). The role of metacognitive therapy and Cognitive and metacognitive strategy training to academic Resilience. Safety Science, In Press, Corrected Proof, Available online 20 September 2016
Martin, V. C. (2003). Academi resilius Goal theory, motivation, and school achievement: An Integrative Review. Annual Review.
Meidani, Z., & Sharifi, M. (2015). Structure Relationship between Self-imaginary Academic Resiliency, and conition - Meta-cognition strategy Beliefs with Self-regulatory Learning in Pre-university Girl Students in Rasht City. Behavioral Sciences,185(13), 365-373 [ In Persian].
Melanie K.T., Diane, T. N., Deryn, S., & Reginald, D. V. (2016). Do meta-cognitive beliefs affect meta-awareness of intrusive thoughts about trauma? Journal of Behavior Therapy and Experimental Psychiatry, 15(54) 292-300.
Nair, A., Palmer, E. C., Aleman, A., & David, A. S. (2014). Relationship between Academic Resiliency ,cognition, clinical and cognitive insight in psychotic disorders: A review and meta-analysis. Schizophrenia Research, 152(1)191-200.
Richardson, S. T. (1990). Adolescents Resilience, family adversity and wellbeing among Hawaiian and non Hawaiian adolescents. International Journal of Social Psychiatry, 52(291)458-470.
Samoelz, Y. (2004). Qualification Questionnaire resiliency. Journal of Psychiatry, 18 (3)254-263.
Szkodny, L. E. (2010). The Preservative Thinking Questionnaire: Development and validation Pennsy lvania State University.
Wong, J., McEvoy, M., & Rapee, M. (2015). “A Comparison of Repetitive Negative Thinking and Post-Event Processing in the Prediction of Maladaptive Social-Evaluative Beliefs: A Short-Term Prospective Study”. Journal of Psychopathology and Behavioral Assessment,10(24)1-12.
Yang C. (2005). Learning Strategy Use of Chinese PhD Students of Social Sciences in Australian Universities [Ph. D. thesis]. Australia: Griffith University. 2005.
Zimmerman, B. J. (2004). Self-regulated Learning and Academic Achievement. Theoretical Perspectives. 2nd ed. Mahwah, NJ: Erlbaum; 2004. 31(102)54-68.
_||_Ally, M. (2008). Foundations Educational Theory for Online Learning. In: Anderson T, Sanders G. Theory and Practice of Online Learning: Athabasca University. Canada: Athabasca University, 5(4)1-31.
Bruning, Q. H. (2001). Cognitive Psychology and Instruction. Upper Saddler River, 31 -34.
Calmes, C. E. A., & Roberts, J. E. (2007). Repetitive Thought and Emotional Distress: Rumination and worry as prospective predicators of depressive and anxious symptomatology. Journal of Personality and Social Psychology, 4(30)343-356.
Cohen, J. A., Verghese, J., & Zwerling, J. L. (2016). Meta Cognition and gait in older people. Maturitas, 14(93)73-77.
Dominic, A. T., & Elina, B. (2016). Are emotion recognition abilities related to everyday social functioning in ASD? A meta-analysis. Research in Autism Spectrum Disorders,15(32) 24-42.
Drost. J., Vander, D. W., Hemert, A. M., Penninx, B. W., & Spinhoven, P. (2014). Repetitive negative thinking as a factor in depression and anxiety: A co ncept ualr eplicat ion. Cognitive Therapy and Research. 27 (63)177-183.
Ehring, T. (2010). The Perseverative Thinking Questionnaire (PTQ): Validation of a content-independent measure of repetitive negative thinking, Journal Behave There Expel Psychiatry. 42(2) 225-232.
Ghaedi, F., Shabankareh, E., & Moghadamberzegar, M. (2016). Differentiation and thinking Reference: The Mediating Role of learned helplessness. Journal of Social Cognition, 5(1) 75-102[ In Persian].
Gollek, C., & Doherty, M. J. (2013). Cognitive and metacognitive strategy training in word learning: Mutual exclusivity and inferential thinking?Journal of Experimental Child Psychology,18(148)51-69.
Griffiths, C., & Oxford, R. L. (2014). Using Cognitive and metacognitive strategy training to Resilience Education and positive metacognition belief in students. System, Volume 10(43) 1-10.
Gutman, T. M. (2012). Increasing Resilience in Adolescent Nursing Students. Unpublished Doctoral dissertation. The University of Tennessee, Knoxville.
Gutman, T. M., & Shean, F. T. (2013). Increasing Resilience in Adolescent Nursing Students. Unpublished Doctoral dissertation. The University of Tennessee, Knoxville
Inácio, M. J., & Salma, M. H. (2011). THE competence of learning to learn in reduce inferential thinking : Promoting reflective thinking of the trainer of trainers, the role of Cognitive and metacognitive strategy training reflexive portfolio. Procedia - Social and Behavioral Sciences, 10(29)611-619.
Karsli, T. A. (2015). Meta-Cognition and Locus of Control in University Students in Context of Viewpoint to Rape. Procedia - Social and Behavioral Sciences, 205(9) 48-52.
Lee, H., Parsons, D., Kwon, G., Kim, J., Petrova, K., Jeong, E., & Ryu, H. (2014). Cooperation learning: reducing inferential thinking skills through cooperative learning and Cognitive and metacognitive strategy training. Computers & Education,104(97) 97-115.
Lili (2016). Cognitive and metacognitive strategy training on ntegrating thinking skills in foreign language learning: What can we learn reduce inferential thinking? Thinking Skills and Creativity, In Press, Corrected Proof, Available online 28 September 2016.
Lisa, B., Jacque, S., Frank, M. M., Karissa, N., & Jean, A. (2015). Meta-cognition is associated with cortical thickness in youth at clinical high risk of psychosis. Psychiatry Research: Neuroimaging, 3(30), 418-423.
Lonie, J. M., & Desai K. R. (2015). Using Cognitive and metacognitive strategy training to develop Resilience Education and self-reflective skills in pharmacy students: A primer for pharmacy educators. Currents in Pharmacy Teaching and Learning, 7(5) 669-675.
Margaryan, A., Littlejohn, A., & Stanton, N. A. (2016). The role of metacognitive therapy and Cognitive and metacognitive strategy training to academic Resilience. Safety Science, In Press, Corrected Proof, Available online 20 September 2016
Martin, V. C. (2003). Academi resilius Goal theory, motivation, and school achievement: An Integrative Review. Annual Review.
Meidani, Z., & Sharifi, M. (2015). Structure Relationship between Self-imaginary Academic Resiliency, and conition - Meta-cognition strategy Beliefs with Self-regulatory Learning in Pre-university Girl Students in Rasht City. Behavioral Sciences,185(13), 365-373 [ In Persian].
Melanie K.T., Diane, T. N., Deryn, S., & Reginald, D. V. (2016). Do meta-cognitive beliefs affect meta-awareness of intrusive thoughts about trauma? Journal of Behavior Therapy and Experimental Psychiatry, 15(54) 292-300.
Nair, A., Palmer, E. C., Aleman, A., & David, A. S. (2014). Relationship between Academic Resiliency ,cognition, clinical and cognitive insight in psychotic disorders: A review and meta-analysis. Schizophrenia Research, 152(1)191-200.
Richardson, S. T. (1990). Adolescents Resilience, family adversity and wellbeing among Hawaiian and non Hawaiian adolescents. International Journal of Social Psychiatry, 52(291)458-470.
Samoelz, Y. (2004). Qualification Questionnaire resiliency. Journal of Psychiatry, 18 (3)254-263.
Szkodny, L. E. (2010). The Preservative Thinking Questionnaire: Development and validation Pennsy lvania State University.
Wong, J., McEvoy, M., & Rapee, M. (2015). “A Comparison of Repetitive Negative Thinking and Post-Event Processing in the Prediction of Maladaptive Social-Evaluative Beliefs: A Short-Term Prospective Study”. Journal of Psychopathology and Behavioral Assessment,10(24)1-12.
Yang C. (2005). Learning Strategy Use of Chinese PhD Students of Social Sciences in Australian Universities [Ph. D. thesis]. Australia: Griffith University. 2005.
Zimmerman, B. J. (2004). Self-regulated Learning and Academic Achievement. Theoretical Perspectives. 2nd ed. Mahwah, NJ: Erlbaum; 2004. 31(102)54-68.
