مقایسه اثربخشی مداخله ذهنیت رشدیابنده با برنامه یادگیری مستقل بر تاب آوری تحصیلی دانش آموزان تیزهوش کم پیشرفت

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه رواشناسی کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

2 دانشیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده ی علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران

3 دانشیار گروه روانشناسی و آموزش کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی دانشگاه اصفهان، اصفهان، ایران

چکیده

هدف پژوهش حاضر، مقایسه­ اثربخشی مداخله­ ذهنیت رشدیابنده­ با برنامه­­ یادگیری مستقل بر تاب ­­آوری ­تحصیلی دانش­­ آموزان تیزهوش کم­ پیشرفت بود. روش پژوهش حاضر نیم  ­آزمایشی از نوع پیش­­­ آزمون- پس ­­آزمون- پیگیری با گروه گواه بود. جامعه­ آماری شامل کلیه­ دانش­­ آموزان پسر مدارس استعدادهای درخشان در مقطع متوسطه­ اول استان قزوین در سال تحصیلی 95-1394 بوده است، که از میان آن­ها نمونه­ آماری به ­صورت هدفمند و بر اساس احراز ملاک ­­های کم ­­پیشرفتی گزینش شده (39 نفر)، و سپس به­ صورت تصادفی در گروه ­­های آزمایش و گروه گواه گمارده شدند (13 نفر در هر گروه). ابزارهای مورد استفاده در پژوهش شامل پرسشنامه موفقیت تحصیلی صالحی (1393) و پرسشنامه تاب ­آوری تحصیلی ساموئلز و وو (2004) بود. داده ­­ها با استفاده از روش­­ های آمار توصیفی (میانگین و انحراف معیار) و آمار استنباطی (تحلیل واریانس با اندازه ­­گیری مکرر) تحلیل شدند. نتایج پژوهش نشان داد که نمرات تاب ­­آوری تحصیلی گروه ­­های آزمایش در هر دو گروه یادگیری مستقل و ذهنیت رشدیابنده بیانگر تغییر معنی­­ دار نسبت به گروه گواه، و همچنین عدم تفاوت معنی­ داری بین دو گروه آزمایش نسبت به یکدیگر بوده است (05/0>p). بر این اساس، استفاده از مداخله­ ذهنیت رشدیابنده و یادگیری مستقل جهت بهبود تاب ­آوری در دانش آموزان تیزهوش کم­ پیشرفت توصیه می­­ شود.
 

کلیدواژه‌ها


عنوان مقاله [English]

Comparing the Effectiveness of Growth Mindset Intervention with Independent Learning Program on Academic Resilience of Underachievement Gifted Students

نویسندگان [English]

  • Mohaddeseh Taghinejad 1
  • Ahmad Abedi 2
  • Ahmad Yarmohammadiyan 3
1 Department of Psychology of Children with Special Needs,Faculty of Educational Sciences and Psychology, Isfahan university, Isfahan, Iran
2 Department of Psychology of Children with Special Needs , Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
3 Department of Psychology of Children with Special Needs , Faculty of Educational Sciences and Psychology, University of Isfahan, Isfahan, Iran
چکیده [English]

The purpose of this study was to compare the effectiveness of Growth Mindset Intervention with Independent Learning Program on Academic Resilience of Underachievement Gifted Students. The method of this study was quasi-experimental from pretest-posttest control group. The statistical population consisted of all male students in the early high school of gifted students of Qazvin province in the academic year 2015-2016, among which the statistical sample was selected targeted and based on criteria of underachievement (39 students) and then randomly assigned to experimental and control groups (13 students in each group). The tools used in the research included Salehi's Academic Success Scale (2014) and Samuels & Woo's Academic Resilience Scale (2004). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of variance with repeated measuring). The results of the study showed that the scores of academic resilience of the experimental groups in both independent learning and growth mindset groups showed a significant change compared to the control group as well as lack of a significant difference between the two test groups compared to each other (P<05/0). Based on this, it is recommended to use the growth mindset intervention and independent learning to improve the resilience in underachievement gifted students.

کلیدواژه‌ها [English]

  • Academic Resilience
  • Growth Mindset
  • Independent Learning
  • Underachievement Gifted Students
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