اثربخشی آموزش راهبردهای خودگردان فراشناختی بر مولفه‌های هیجان‌های منفی تحصیلی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی.دانشکده روانشناسی و علوم تربیتی .دانشگاه تبریز.ایران

2 استاد دانشکده روانشناسی وعلوم تربیتی ، دانشگاه تبریز، تبریز ، ایران

3 استاد گروه روانشناسی.دانشکده روانشناسی وعلوم تربیتی.دانشگاه تبریز

چکیده

هدف این پژوهش، اثربخشی آموزش راهبرد‌های خود‌گردان فراشناختی بر مؤلفه ‌های هیجان ‌های‌ منفی تحصیلی دانش‌آموزان دوره دوم متوسطه بود. طرح این پژوهش نیمه ‌آزمایشی از نوع پیش ‌آزمون و پس ‌آزمون با گروه ‌کنترل بود. جامعه این پژوهش دانش‌آموزان پسر دوره متوسطه شهر تبریز بودند. نمونه آماری این پژوهش شامل60 نفر از دانش ‌آموزان دارای هیجان ‌های ‌منفی تحصیلی بالا بودند، که از طریق مطالعه مقدماتی و سرندکردن و با استفاده از نمونه‌ گیری خوشه ‌ای چند‌مرحله‌ ای انتخاب شدند و با استفاده از روش جایگزینی هدفمند در دو گروه آزمایش و کنترل گمارده شدند. برای جمع ‌آوری اطلاعات از مقیاس هیجان‌ های ‌تحصیلی (پکران و همکاران، 2005)، و برای تحلیل داده ‌ها از تحلیل کو‌‌واریانس چند‌متغیره استفاده شد. نتایج نشان داد که آموزش راهبرد‌های خودگردان فراشناختی موجب کاهش مؤلفه ‌های هیجان ‌های ‌منفی تحصیلی شده است. این پژوهش دارای تلویحاتی برای معلمین، مربیان و مشاورین مدرسه می ‌باشد که می ‌توانند از نتایج آن برای بهبود پیشرفت تحصیلی و کاهش

کلیدواژه‌ها


عنوان مقاله [English]

The effectiveness of Self Regulated Meta-Cognitive Learning Strategies Training on Negative Educational Emotions

نویسندگان [English]

  • Abdollah Rashidzade 1
  • Eskandar Fathi Azar 2
  • Rahim Badri 3
  • Touraj Hashemi 3
1 Department, Educational Psychology Psychology and Education Faculty .Tabriz University. Tabriz, Iran
2 Department, Educational Psychology Psychology and Education Faculty .Tabriz University. Tabriz, Iran
3 Department of Pshycology and Education.Tabriz University.Tabriz, Iran
چکیده [English]

The purpose of this research was to investigaite effectiveness of self-regulated meta‌cognitive strategies education on negative academic emotions of secondary school students. This research was an expanded quasi-experimental design with pretest-posttest with the control group. The population of this study was secondary school students of Tabriz. The statistical sample of this study included‌ 60 students with high negative emotions were selected for preliminary study, screening and using multi-stage cluster sampling. Using semi- experimental design, They were assigned a target- replacement  to an experimental group and control group. To collect  data  of  AEQ (pekrun & et.all, 2005). And  to analyze  the them, was used multivariate covariance analysis. The results showed that the training of self regulated meta cognitive strategies included decreased  and  improved was used  the negative academic emotions. This research has implications for teachers, trainers  and  school counselors that can use the results to improve students' progress and  reduce 'negative emotion nal academic.

کلیدواژه‌ها [English]

  • Self Regulated Strategies Training
  • Meta-cognition
  • negative educational emotions
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