تأثیر آموزش بسته فراشناختی (تفکر انتقادی، حل مسئله و فراشناخت) بر انگیزش و پیشرفت تحصیلی دانشآموزان پسر دوره دوم متوسطه
محورهای موضوعی : روانشناسی تربیتی
عزت اله قدم پور
1
(دانشیار روانشناسی تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران)
زهرا خلیلی‌گشنیگانی
2
(دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، خرم‌آباد، ایران.)
مهدی رضائیان
3
(کارشناسی ارشد روانشناسی تربیتی، دانشگاه لرستان، خرم‌آباد، ایران.)
کلید واژه: پیشرفت تحصیلی, انگیزش تحصیلی, بسته فراشناختی,
چکیده مقاله :
هدف پژوهش حاضر، بررسی تأثیر آموزش بسته فراشناختی (تفکر انتقادی، حل مسئله و فراشناخت) بر انگیزش و پیشرفت تحصیلی دانش آموزان پسر پایه اول دوره متوسطه دوم شهر خرم آباد بود. این پژوهش به روش نیمه آزمایشی و با طرح پیش آزمون- پس‌آزمون با گروه گواه انجام شد. جامعه آماری پژوهش شامل کلیه دانش آموزان پسر پایه اول دوره متوسطه دوم مشغول به تحصیل در سال تحصیلی 94-1393 در شهر خرم آباد بود که از میان آنان دو کلاس با استفاده از روش نمونه گیری تصادفی خوشه ای چندمرحله‌ای، به‌عنوان گروه آزمایش و گواه انتخاب شدند. ابزار مورد استفاده در این پژوهش مقیاس انگیزش تحصیلی هارتر (1981) بود و به‌منظور سنجش پیشرفت تحصیلی از معدل دانش آموزان استفاده شد. برای تجزیه و تحلیل داده ها از شاخص های آمار توصیفی (میانگین و انحراف استاندارد) و آزمون های آمار استنباطی (تحلیل کوواریانس چند متغیره) استفاده گردید. بر اساس نتایج حاصل از پژوهش، آموزش بسته فراشناختی باعث افزایش انگیزش درونی و پیشرفت تحصیلی دانش آموزان می شود؛ لذا با ایجاد شرایط مناسب در مدارس و تأکید بر فراشناخت، حل مسئله و تفکر انتقادی در آموزش می توان انگیزش و پیشرفت تحصیلی دانش آموزان را افزایش داد.
This paper tends to study the effect of teaching meta-cognition package (critical thinking, problem solving and meta-cognition approaches) on the motivation and the scholastic achievement of male students of first grade high school in Korram Abad. This study was quasi-experimental and was done with the pretest-posttest design with the control group. The statistical population includes all the male students of first grade high school in Korram Abad in 2014-2015 school year out of which two classes were selected through multi-stage cluster random sampling as experimental and control groups. This study used Harter's classroom affect and motivational scale (1981). Moreover, grade point average was used to evaluate the scholastic achievement of the students. To analyze the data, we used descriptive statistics indexes (mean and standard deviation) and inferential statistics tests (multivariable analyze of covariance). Based on the obtained results, teaching meta-cognition package increases students’ internal motivation and scholastic achievement. Therefore, providing descent conditions and emphasizing on meta-cognition, critical thinking and problem solving can increase the students’ motivation and scholastic achievement
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_||_Ajam, A, A., JafariSani, H., Mehram, B., & Ahanchian, M. R. (2013). Studying the role of students' academic motivation and computer skills in their viewpoints on the combined learning event. Quarterly Journal of Research in the New Approach in Educational Management, 4(3), 63-82 [In Persian].
Atarkhamene, F., & Saif AA. (2009). Meta study on the effect of teaching the learning motivation and academic achievement of students. Studies Educational Psychology, 9, 74-57 [In Persian].
Barzegarbafrouei, K., Barzegarbafrouei, M., & MolaeiBahrami, Y. (2014). The role of goal orientation and metacognitive reading strategies in predicting academic motivation of male students of Yazd Farhangian University. Research in school and virtual learning, 2(5), 27-42 [In Persian].
Bembenutty, H. (2008). Self-regulation of learning and test anxiety.Journal of Psychology, 5, 3122-140.
Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 6, 161-186.
Bohrani, M. (2005). Secondary students study academic motivation province and its related factors. Journal of Humanities and Social Sciences, Shiraz University, 22(4), 104-115 [In Persian].
Bohrani, M. (2008). The validity and reliability of Hartre's academic motivation scale. Psychological studies, 5(1), 51-72.
Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college student.journal of learning and individual differences, 20,19-24.
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self_determination theory. Journal of Computers in Human Behavior, 26, 741–752.
Coskun, A. (2010). The effect of meta cognitive strategy training on the listening performance of beginner students. Novitas-ROYAL (Research on Youth and Language, 4: 1, 35-50.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in humanbehavior. New York: Plenum Press.
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