مقایسه اثربخشی آموزش خودتنظیمی و آموزش مهارت حل مسأله بر اشتیاق تحصیلی و تاب‌آوری تحصیلی دانش‌آموزان پسر پایه دهم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مشاوره، گروه مشاوره، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

2 استادیار گروه مشاوره، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

3 استادیار گروه مشاوره، واحد مسجدسلیمان، دانشگاه آزاد اسلامی، مسجدسلیمان، ایران.

چکیده

مقدمه و هدف: هدف از انجام پژوهش حاضر، مقایسه اثربخشی آموزش خودتنظیمی و مهارت حل مسأله بر اشتیاق تحصیلی و تاب‌آوری تحصیلی دانش‌آموزان پسر پایه دهم شهر اهواز بود.
روش کار: روش پژوهش حاضر، نیمه آزمایشی با طرح پیش‌آزمون- پس‌آزمون و پیگیری با گروه کنترل بود. با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای، پس از انتخاب تصادفی تعدادی از مدارس از کل مدارس پسرانه متوسطه دوم شهر اهواز، تعداد 60 نفر از دانش‌آموزان پایه دهم در 3 گروه (شامل دو گروه مداخله و یک گروه کنترل) قرار گرفتند. قبل از انجام کلاس‌های آموزشی، هر سه گروه (شامل دو گروه مداخله و گروه کنترل) با پرسشنامه اشتیاق تحصیلی (شافلی و همکاران، 2002) و پرسشنامه تاب‌آوری تحصیلی (مارتین و مارش، 2009) مورد ارزیابی قرار گرفتند و به اولین گروه آزمایش 7 جلسه آموزش مهارت خودتنظیمی (زیمرمن، 2000) و به گروه آزمایش دوم برنامه آموزشی مهارت حل مساله دزوریلا و گلدفرید (1971) به میزان 9 جلسه ارائه گردید. داده‌های حاصل از پژوهش به شیوه تحلیل واریانس با اندازه‌گیری مکرر مورد تجزیه و تحلیل قرار گرفت.
یافته‌ها: نتایج نشان داد که آموزش خودتنظیمی و آموزش مهارت حل مسأله بر اشتیاق تحصیلی و تاب‌آوری تحصیلی دانش‌آموزان موثر بوده است. نتایج آزمون تعقیبی نیز نشان داد که آموزش خودتنظیمی تاثیر بیشتری بر تاب‌آوری تحصیلی داشته است. این در حالی است که در متغیر اشتیاق تحصیلی تفاوت معناداری بین مداخلات آموزشی نبود.
.

کلیدواژه‌ها


عنوان مقاله [English]

Comparison of the Effectiveness of Self-Regulation Training and Problem Solving Skills Training on Academic Engagement and Academic Resilience of Tenth Grade Male Students

نویسندگان [English]

  • korosh darabi 1
  • maryam gholamzadeh jefreh 2
  • masoud shahbazi 3
1 PhD Student in Counseling, Department of Counseling, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 Assistant Professor, Department of Counseling, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
3 Assistant Professor, Counseling Department, Masjed Soleiman Branch, Islamic Azad University, Masjed Soleiman, Iran.
چکیده [English]

Introduction and purpose: The aim of this study was to compare the effectiveness of self-regulatory education and problem solving skills training on academic engagement and academic resilience of 10th grade male students in Ahvaz.
Methodology: The method of the present study was quasi-experimental with a pretest-posttest design and follow-up with a control group. Using multi-stage cluster sampling method, after random selection of a number of schools from all boys' secondary schools in Ahvaz, 60 tenth grade students were divided into 3 groups (including two intervention groups and a control group). Before the training classes, all three groups (including two intervention groups and a control group) were evaluated with the academic engagement questionnaire (Scheffley et al, 2002) and academic resilience Questionnaire (Martin and Marsh, 2009). Zimmerman (2000) self-regulatory skills and the second experimental group of Dezorilla and Goldfried (1971) problem solving skills training program were presented in 9 sessions. The data from the study were analyzed through repeated measurement ANOVA.
Findings: The results showed that self-regulation training and problem-solving skills training had an effect on students' academic engagement and academic resilience. The results of post hoc test also showed that self-regulatory training had a greater impact on academic resilience. However, there was no significant difference between educational interventions in the variable of academic engagement.
Conclusion: Based on the findings of this study, it can be concluded that self-regulation training and problem solving skills are appropriate intervention methods to increase students' academic engagement and academic resilience.

کلیدواژه‌ها [English]

  • Academic engagement
  • academic resilience
  • self Regulation
  • problem solving skills
Barzgarbfaroi, K., Hashemi, A., Zarei Mahmoudabadi, H. (2018). The effectiveness of teaching self-regulation
strategies in learning on the academic emotions of high school students, School Psychology, 8(1), 26-43.
Benisi, P. (2018). The effectiveness of teaching self-regulation strategies on the resilience and adaptation of
students with learning disabilities, Empowering Exceptional Children, 10(1), 107-115.
Zangiabadi, M., Sadeghi, M., Kadampour, A. (2018). The effectiveness of teaching self-regulation strategies on
academic self-efficacy and academic adaptation of maladjusted students, Research in Educational Systems,
13(44), 71-87.
Sadouqi, M. (2018). The relationship between psychological capital and academic burnout of medical students:
the mediating role of academic enthusiasm. Razi Journal of Medical Sciences, 26(1), 10-22.
Samadian, M., Livarjani, Sh., Panahali, A. (2018). Comparing the effectiveness of self-regulation and problem
solving training on self-efficacy and academic motivation of ninth grade female students, Education Strategies,
12(4), 41-52.
Kadampour, A., Khalili Gashnigani, Z., Rezaian, M. (2017). The effect of metacognitive package training (critical
thinking, problem solving and metacognition) on the motivation and academic progress of second year high school
male students, Education and Evaluation, 11(42), 71-90.
Ghorbanzadeh, P., Sardari, B. (2018). The effectiveness of teaching problem solving skills on the positive and
negative academic emotions of sixth grade students, Povish in educational science education and counseling,
5(11), 125-144.
Kabini Moghadam, S., Intisar Fomeni, G., Hajari, M., Asadzadeh, H. (2018). Comparison of the effect of teaching
self-regulation learning strategies and seeking help in increasing the enthusiasm and academic vitality of
procrastination students, Cognitive Strategies in Learning, 7(13), 191-212.
Karimi Qartmani, M. (1391). Investigating the relationship between academic persistence and self-perception and
metacognition in male and female secondary school students in Asdahan city. Master's thesis, Allameh Tabatabai
University.
Moradi, Sh., Erfani, N., Delfan Biranvand, A. (2019). Comparing the effectiveness of teaching self-regulation
strategies, neuro-verbal programming (NLP) and integrated strategy, on the academic motivation of male and
female secondary school students in Hamadan province, Knowledge and Research in Applied Psychology, 21(3),
62-77.
Mansouri, S., Abedini Beltrak, M., Lashkari, H., Bagheri, S. (2016). Investigating the effectiveness of teaching
with a problem-solving approach on students' academic performance: a semi-experimental study, Research in
Medical Sciences Education, 9(1), 1-8.
Noami, A., and Piriyai, P. (2011). The relationship between dimensions of academic motivation and academic
enthusiasm of third-year high school students in Ahvaz, Journal of Research in Educational Systems, 3(2), 7-15.
Hashemi, Z., and Jokar, B. (1390). Explanatory model of emotional and educational resilience. Doctoral Thesis,
Faculty of Educational Sciences and Psychology, Shiraz University
Artuch-Garde, R., González-Torres, M. D. C., de la Fuente, J., Vera, M. M., Fernández-Cabezas, M., & LópezGarcía, M. (2017). Relationship between resilience and self-regulation: a study of Spanish youth at risk of social
exclusion. Frontiers in psychology, 8, 612.
Backmann, J., Weiss, M., Schippers, M.C., Hoegl, M.(2019). Personality factors, student resiliency, and the
moderating role of achievement values in study progress. Learning and Individual Differences, 72, 39-48.
Bamber, M. D. (2016). The effects of mindfulness meditation on anxiety in college students (Doctoral dissertation,
Saint Louis University).
Borgonovi, F., Greiff, S. (2020). Societal level gender inequalities amplify gender gaps in problem solving more
than in academic disciplines. Intelligence, 79, 101-105.
Chang, E., Lee, A., Byeon, E., Seong, H., Lee, S.M.(2016). The mediating effect of motivational types in the
relationship between perfectionism and academic burnout. Personality and Individual Differences, 89, 202-210.
D'zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification. Journal of abnormal
psychology, 78(1), 107.
Fung, D., & Howe, C. (2012). Liberal studies in Hong Kong: A new perspective on critical thinking through group
work. Thinking Skills and Creativity, 7(2), 101-111.
Guilmette, M., Mulvihill, K., Villemaire-Krajden, R., Barker, E.T. (2019). Past and present participation in
extracurricular activities is associated with adaptive self-regulation of goals, academic success, and emotional
wellbeing among university students. Learning and Individual Differences, 73, 8-15.
Hallahan, D. P., Pullen, P. C., Kauffman, J. M., & Badar, J. (2020). Exceptional learners. In Oxford Research
Encyclopedia of Education.
Jayawardena, P. R., van Kraayenoord, C. E., & Carroll, A. (2019). Science teachers’ practices: Teaching for selfregulated learning in relation to Pintrich and Zusho’s (2007) model. International Journal of Educational Research,
94, 100-112.
Kilmister, H. (2015). What an interruption in study can reveal about learner engagement and resilience. Journal
of pedagogic development, 5(3), 217-225.
Lenes, R., McClelland, M.M., Braak, D., Idsøe, T., Størksen, I. (2020). Direct and indirect pathways from
children’s early self-regulation to academic achievement in fifth grade in Norway. Early Childhood Research
Quarterly, 53, 612-624.
Mallick, M. K., & Kaur, S. (2016). Academic Resilience among Senior Secondary School Students: Influence of
Learning Environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 20-27.
Malouff, J. M., Thorsteinsson, E. B., & Schutte, N.S. (2007). The efficacy of problem solving therapy in reducing
mental and physical health problems: a meta-analysis. Clinical psychology review, 27(1), 46-57.
Martin, A.J., & Marsh, H.W. (2009). Academic resilience and academic buoyancy: Multidimensional and
hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3),
353-370.
Meltzer, L. (2018). Executive function in education: From theory to practice (2nd ed.).New York: Guilford.
Muis, K. R., Psaradellis, C., Chevrier, M., Di Leo, I., & Lajoie, S. P. (2016). Learning by preparing to teach:
Fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of
Educational Psychology, 108(4), 474.
Olorunfemi-Olabisi, F. A. (2014). Effects of problem-solving technique on test anxiety and academic performance
among secondary school students in ondo state. J Res Method Edu, 4(4), 20-26.
Quin, D. (2017). Longitudinal and contextual associations between teacher–student relationships and student
engagement: A systematic review. Review of Educational Research, 87(2), 345-387.
Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement
and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness studies, 3(1), 71-92.
Siddiq, F., Gochyyev, P., Valls, O. (2020). The role of engagement and academic behavioral skills on young
students’ academic performance—A validation across four countries. Studies in Educational Evaluation, 66, 100-
106.
Sun, Z., Xie, K., Anderman, L.J.(2018). The role of self-regulated learning in students' success in flipped
undergraduate math courses. The Internet and Higher Education, 36, 41-53.
Wagner, N.J., Holochwost, S., Danko, C., Propper, C.B., Coffman, J.L. (2021). Observed peer competence
moderates links between children’s self-regulation skills and academic performance. Early Childhood Research
Quarterly, 54, 286-293.
Wills, G., Hofmeyr, H. (2019). Academic resilience in challenging contexts: Evidence from township and rural
primary schools in South Africa. International Journal of Educational Research, 98, 192-205.
Wood, S. G., Hart, S. A., Little, C. W., & Phillips, B. M. (2016). Test anxiety and a high-stakes standardized
reading comprehension test: A behavioral genetics perspective. Merrill-Palmer quarterly (Wayne State University.
Press), 62(3), 233.
Zhang, Y., Qin, X., Ren, P. (2019). Adolescents' academic engagement mediates the association between Internet
addiction and academic achievement: The moderating effect of classroom achievement norm. Computers in
Human Behavior, 89, 299-307.
Zhu, D., kinson, L.H., Wang, Q. (2018). Academic performance and financial forecasting performance: A survey
study. Journal of Behavioral and Experimental Finance, 20, 45-51.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Handbook of selfregulation (pp. 13-39). Academic Press.