مقایسه اثربخشی آموزش یادگیری مشارکتی و آموزش خودتنظیمی تحصیلی بر جهت‌گیری هدف در دانش آموزان مقطع متوسطه دوم شهر اهواز

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه روان شناسی، واحداهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

2 دانشیار گروه روان شناسی، واحداهواز، دانشگاه آزاد اسلامی، اهواز. ایران

3 دانشیار گروه روان شناسی، واحداهواز، دانشگاه آزاد اسلامی، اهواز. ایران.

چکیده

پژوهش حاضر با هدف مقایسه اثربخشی آموزش یادگیری مشارکتی و آموزش خودتنظیمی تحصیلی بر جهت‌گیری در دانش آموزان مقطع متوسطه دوم شهر اهواز صورت پذیرفت. طرح پژوهش، شبه آزمایشی با پیش‌آزمون- پس‌آزمون و گروه کنترل بود. جامعه آماری شامل دانش آموزان مقطع متوسطه دوم شهر اهواز در سال 99-1398 بود. حجم نمونه، 45 از نفر دانش آموزان مقطع متوسطه دوم شهر اهواز در سال 1398بود که به روش خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزار گردآوری اطلاعات مقیاس جهت‌گیری هدف پیشرفت (1998) بود. پس از آموزش به گروه‌های آزمایشی، پس آزمون اجرا شد. تجزیه و تحلیل داده‌ها با نرم افزار «SPSS» نسخه 24 و با تحلیل کواریانس و آزمون تعقیبی انجام شد. نتایج نشان داد که آموزش یادگیری مشارکتی و آموزش خودتنظیمی تحصیلی در افزایش جهت‌گیری هدف تبحری و جهت گیری هدف عملکردی-رویکردی و کاهش جهت گیری هدف عملکردی- اجتنابی اثربخش بودند (05/0p<). همچنین، مقایسه دو مداخله نشان داد که اثربخشی آموزش یادگیری مشارکتی بر افزایش جهت گیری هدف تبحری و جهت گیری هدف عملکردی-رویکردی بیشتر از آموزش خودتنظیمی تحصیلی بود (05/0p< ). اما اثربخشی آموزش خودتنظیمی تحصیلی در کاهش جهت گیری هدف عملکردی- اجتنابی بیشتر از آموزش یادگیری مشارکتی بود (05/0p< ).

کلیدواژه‌ها

عنوان مقاله [English]

Comparison of the effectiveness of participatory learning education and academic self-regulatory education on goal orientation in high school students in Ahvaz

نویسندگان [English]

  • sara sorosh 1
  • reza pasha 2
  • parvin ehteshamzadeh 3
  • behnam makvandi 2
1 PhD Student, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
2 Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3 Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
چکیده [English]

The aim of this study was to compare the effectiveness of participatory learning education and academic self-regulatory education on orientation in high school students in Ahvaz. The research design was quasi-experimental with pretest-posttest and control group. The statistical population included high school students in Ahvaz in 2009-2010. The sample size was 45 high school students in Ahvaz in 1398 who were selected by multi-stage cluster sampling method. The data collection tool was the Progress Goal Orientation Scale (1998). After training the experimental groups, post-test was performed. Data analysis was performed using SPSS software version 24 with analysis of covariance and post hoc test. The results showed that participatory learning training and academic self-regulation training were effective in increasing mastery goal orientation and functional-approach goal orientation and decreasing performance-avoidance goal orientation (p <0.05). Also, the comparison of the two interventions showed that the effectiveness of participatory learning training on increasing mastery goal orientation and performance-approach goal orientation was higher than academic self-regulatory training (p <0.05). However, the effectiveness of academic self-regulatory training in reducing the orientation of performance-avoidance goal was greater than participatory learning training (p <0.05).

کلیدواژه‌ها [English]

  • Participatory learning training
  • academic self-regulation training
  • goal orientation

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مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 64، شماره 6 - شماره پیاپی 6
بهمن و اسفند 1400
صفحه 4323-4337

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