تأثیر آموزش راهبردهای شناختی و فراشناختی یادگیری بر خودناتوانسازی تحصیلی و یادگیری خودراهبر دانشآموزان کنکوری
محورهای موضوعی : یادگیریمجید سلیمانی 1 , محمد عباسی 2 , هادی سارانی 3 , علی آخوندزاده آرانی 4 , سمیه افشارپور 5
1 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، دانشکده ادبیات و علوم انسانی، گروه روانشناسی، خرم آباد، ایران.
2 - استادیار گروه روانشناسی، دانشگاه لرستان، دانشکده ادبیات و علوم انسانی، گروه روانشناسی، خرم آباد، ایران.
3 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، دانشکده ادبیات و علوم انسانی، گروه روانشناسی، خرم آباد، ایران.
4 - کارشناس ارشد روانشناسی تربیتی، دانشگاه کاشان، دانشکده روانشناسی و علوم تربیتی، گروه روانشناسی، کاشان، اصفهان، ایران.
5 - کارشناس ارشد روانشناسی بالینی، دانشگاه آزاد اسلامی واحد تبریز، دانشکده روانشناسی و علوم تربیتی، گروه روانشناسی، تبریز، ایران
کلید واژه: یادگیری خودراهبر, خودناتوانسازی تحصیلی, راهبردهای شناختی و فراشناختی یادگیری,
چکیده مقاله :
هدف از پژوهش حاضر تأثیر آموزش راهبردهای شناختی و فراشناختی یادگیری بر خودناتوانسازی تحصیلی و یادگیری خودراهبر دانش آموزان کنکوری بود. این پژوهش از نوع مطالعات نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری این پژوهش را کلیه دانش آموزان دختر مقطع متوسطه دوم شهر خرم آباد تشکیل می دادند که در سال تحصیلی 98-1397 مشغول به تحصیل بودند. تعداد 30 دانش آموز با استفاده از روش نمونه گیری تصادفی خوشه ای چند مرحله ای وارد نمونه شد و به طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. دانش آموزان گروه آزمایش، آموزش راهبردهای شناختی و فراشناختی را طی هشت جلسه دریافت کردند ولی دانش آموزان گروه نمونه هیچگونه آموزشی دریافت نکردند. قبل و بعد از آموزش هر دو گروه نمونه به منظور پیش‌آزمون، پس‌آزمون و مرحله پیگیری پرسشنامه های خودناتوان سازی تحصیلی و یادگیری خودراهبر را تکمیل کردند. داده ها با استفاده از بسته نرم افزار آماری در علوم اجتماعی تجزیه و تحلیل شد. نتایج نشان داد، آموزش راهبردهای شناختی و فراشناختی یادگیری باعث کاهش معنادار خودناتوان سازی تحصیلی (001/0p=) و افزایش معنادار یادگیری خودراهبر (001/0p=) در دانش آموزان نمونه شده است. با توجه به یافته ها، می توان با آموزش راهبردهای شناختی و فراشناختی یادگیری به معلمان و آموزش این راهبردها به دانش آموزان توسط معلمان، به صورت غیرمستقیم و مستقیم خودناتوان سازی تحصیلی را در دانش آموزان کاهش داده و یادگیری خودراهبر را افزایش داد.
The purpose of this study was to the effect of training Cognitive and Metacognitive Learning Strategies on academic self-handicapping and self-directed learning of Entrance Exam students. This study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study consisted of all female high school students of Khorramabad city who were studying in the academic year 2018-2019. Thirty students were selected using multistage cluster sampling and were randomly divided into experimental and control groups. Students in the experimental group received training cognitive and metacognitive strategies training in eight sessions but the students in the sample group did not receive any training. Before and after training, both sample groups completed pre-test, post-test, and follow-up questionnaires for academic self-handicapping and self-directed learning. Data were analyzed by Statistical software package in social sciences. The results showed that training cognitive and meta-cognitive learning strategies significantly reduced academic self-handicapping (p=0/001) and significantly increased self-directed learning (p=0/001) in the sample students. According to the findings, it can indirectly reduce academic self-disability and increase self-directed learning by training cognitive and metacognitive learning strategies to teachers. Also, by training these strategies to students, teachers can also directly reduce analytical disabilities and increase self-directed learning
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_||_Abafat, H. (2008). The relation between meta-cognitive strategies, self-efficasy, parenting style with academic self-handicapping in AHVAZ high school. Journal of social psychology (new finding in psychology). 2(7): 108-122 [In persian].
Ahmadian, H. (2019). The effectiveness of metacognitive education on academic Self-handicapping, self-esteem and academic excitement of second period high school students in Kamyaran. Fourth National Conference on Cognitive Educational Psychology, Al-Zahra University. Tehran [In persian].
Candy, P. (1992). Self-Direction for Lifelong Learning: A Comprehensive Guide to Theory and Practice. Adult Education Quarterly. 42(3): 192-202.
Carlisle, B. L. (2015). The Relationship Between Academic Identity and Self-Handicapping (Doctoral dissertation, UC Riverside).
Covington, M. V. (1984). The self-worth theory of achievement motivation: Findings and implications. The Elementary School Journal. 85(1): 5-20.
Covington, M. V. (1992). Making the grade: A self-worth perspective on motivation and school reform. Cambridge University Press.
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology. 33(4): 584-608.
Efklides, A. (2009). The role of metacognitive experiences in the learning process. Psicothema. 21(1): 76-82.
Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse Education Today. 30(1): 44-48.
Fisher, M. J., & King, J. (2010). The self-directed learning readiness scale for nursing education revisited: A confirmatory factor analysis. Nurse education today, 30(1): 44-48.
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today. 21(7): 516-525.
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today, 21 (7), 516-525.Flavell, J. H. (2000). Development of children’s knowledge about the mental world. International journal of behavioral development. 24(1): 15-23.
Flavell, J. H., Miller, P. H., & Miller, S. A. (1985). Cognitive development (Vol. 338). Englewood Cliffs, NJ: Prentice-Hall.
Gadbois, S. A., & Sturgeon, R. D. (2011). Academic self‐handicapping: Relationships with learning specific and general self‐perceptions and academic performance over time. British Journal of Educational Psychology. 81(2): 207-222.
Ghomi, M., Moslemi, Z., & Mohammadi, S. D. (2016). The relationship between metacognitive strategies with self-directed learning among students of Qom University of Medical Sciences. Educ Strategy Med Sci. 9(4): 248-259 [In persian].
Gordanshekan, M., Yarmohammadian, M. H., & Ajami, S. (2010). The Effect of Teaching Meta-Cognition Package on Self-Directed Learning in Medical Records Students of Isfahan University of Medical Sciences. Iranian Journal of Medical Education. 10(2): 131-140 [In persian].
Habibi kaleybar, R. (2021). The Effectiveness of Teaching Metacognitive Strategies on Academic Self-Disability and Reflective Thinking in High School Students. Journal of Educational Psychology Studies, 18(41): 135-150. doi: 10.22111/jeps.2021.6193 [In persian].
Javidan, Sh., Hossein Khanzadeh, A. A., & Abolghasemi, A. (2018). Effectiveness of Meta-Cognitive Skills Training on Self-Handi-capping and Self-Efficacy of Students. Iranian Rehabilitation Journal. 16(1): 69-76.
Karami, B., Allah Karami, A., & Hashemi, N. (2013). Effectiveness of cognitive and metacognitive strategies training on creativity, achievement motive and academic self-concept. Quartely Journal of Innovation and Creativity in Human Sciences. 2(4): 121-140 [In persian].
Kopczynski, L., & Smith, E. (2015). The Impact of Self-Handicapping in Strategic Board Games Upon New Player’s Experiences. Suny undergraduate research conference. USA. New York.
Mahbod, M., & yousefi, F. (2017). Investigation of Relationship between Metacognition and Self-Handicapping with Mediation of General Self-Efficacy. Biquarterly Journal of Cognitive Strategies in Learning. 5(8): 39-59 [In persian].
Melli, G., Carraresi, C., Poli, A., & Bailey, R. (2016). The role of metacognitive beliefs in health anxiety. Personality and Individual Differences, 89(14): 80-85.
Merriam, S.B., Caffarella, R.S., Baumgartner, L.M. (1999). Learning in Adulthood: A Comprehensive Guide, 2rd Edition. SanFrancisco: Jossy bass publisher.
Metsäpelto, R.L.; Pakarinen, E.; Kiuru, N.; Poikkeus, A.M.; Lerkkanen, M.K. & Nurmi, J.E. (2015). Developmental dynamics between children’s externalizing problems, task-avoidant behavior, and academic performance in early school years: A 4-year follow-up. Journal of Educational Psychology. 107(1): 246.
Nadi, M. A., Gordanshekan, M., & Golparvar, M. (2011). Effect of Critical Thinking, Problem Solving and Meta-Cognitive on Students' Self-Directed Learning. Research in Curriculum Planning. 7(2): 53-61 [In persian].
Nadi, M. A., & Sajadian, I. (2006). Standardization of self Directed Learning Reading scale on girl's student of Isfahan high schools. Educational Innovations. 5(4): 111-134 [In persian].
Nasim, S., Mehrangiz, A., & Mandana, G. (2015) The Effects of Cognitive and Meta-cognitive Strategies Training on Self-directed Learning Readiness. Interdisciplinary Journal of Virtual Learning in Medical Sciences (IJVLMS). 6(1): 39-47 [In Persian].
Rahmani, S. (2014). Investigating the Relationship between Learning Self-Regulation and academic self-handicapping with Mediating personality traits. Master thesis. Faculty of Educational Sciences and Psychology, Allameh Tabataba'i University [In persian].
Raoof, K., Khademi Ashkzari, M., & Naghsh, Z. (2019). Relationship between perfectionism and academic procrastination: the mediating role of academic self-efficacy, self-esteem and academic self-handicapping. The Journal of New Thoughts on Education, 15(1): 207-236.
Reeve, J., Nix, G., & Hamm, D. (2003). Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of educational psychology. 95 (2), 375.
Rickert, N. P., Meras, I. L., & Witkow, M. R. (2014). Theories of intelligence and students' daily self-handicapping behaviors. Learning and Individual Differences. 36, 1-8.
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