تأثیر آموزش هوش موفق بر تحمل ابهام، راهبردهای یادگیری خودتنظیمی و سازگاری اجتماعی در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، واحد علوم و تحقیقات ، دانشگاه آزاد اسلامی ،تهران ، ایران

2 استادیار گروه روانشناسی و آموزش کودکان استثنایی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی ،تهران ، ایران

3 ابوطالب سعادتی شامیر، استادیار گروه روان شناسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

4 دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی، واحد رودهن، رودهن، ایران

چکیده

مقدمه
یکی از این مفاهیم مهم در روانشناسی امروزه «هوش موفق» است. پژوهش حاضر با هدف تعیین تاثیر آموزش هوش موفق بر تحمل ابهام، راهبردهای یادگیری خودتنظیمی و سازگاری اجتماعی دانشجویان دختر با روش نیمه آزمایشی از نوع پیش آزمون – پس آزمون با گروه کنترل انجام گرفت.
روش کار
جامعه پژوهش، دانشجویان دختر با دامنه سنی 18 تا ۳۰ سال و مجرد دانشگاه آزاد واحد یادگار امام(ره)در سال تحصیلی 1399 -1400بودکه شامل 24 نفر گروه گواه و 24 نفر آزمایشی(21 نفر دوره پیگیری) به صورت در دسترس انتخاب و سپس بصورت تصادفی در دوگروه قرار گرفتند. جمع آوری داده ها به دلیل بیماری کرونا از طریق لینک بوده و یک بار قبل از شروع دوره و یک بار پس از انجام دوره و یکبار نیز برای پیگیری دو ماه بعد از انجام دوره اجرا گردید. از پرسشنامه­های تحمل ابهام مک لین، راهبردهای یادگیری خودتنظیمی پنتریچ و سازگاری اجتماعی بل، به عنوان ابزار پژوهش استفاده شد.
نتایج
برای روش آماری از روش کوواریانس برای پیش آزمون و پس آزمون  و از T  همبسته برای دوره پیگیری استفاده شد. نتایج آزمون تحلیل کوواریانس چندمتغیری(مانکوا) در گروه­های آزمایش و کنترل نشان داد که آموزش هوش موفق بر تحمل ابهام، راهبردهای یادگیری خودتنظیمی و سازگاری اجتماعی، به طور معنا داری اثر دارد. همچنین این اثر در پیگیری دو ماهه نیز تداوم داشته است.
نتیجه گیری
آموزش هوش موفق بر تحمل ابهام، راهبردهای یادگیری خودتنظیمی و سازگاری اجتماعی اثرگذار است .لذا پیشنهاد می شود تا دوره های هوش موفق را به عنوان یک مدل تکمیلی در کنار دوره های آموزشی از دوره نوجوانی شروع کرده و در بستر دانشگاه ها توسعه دهند.

کلیدواژه‌ها


عنوان مقاله [English]

The effect of successful intelligence model training on tolerance of ambiguity, self-regulatory learning strategies and social adjustment of female students

نویسندگان [English]

  • Soheila Khaleghi tabar 1
  • Leila Kashani Vahid 2
  • Abotaleb Seadatishamir 3
  • Kahdijeh Abolmaali Alhoseyni 4
1 PhD Student in Educational Psychology, Science and Research Branch, Islamic Azad University, Tehran, Iran
2 Assistant Professor, Department of Psychology and Education of Exceptional Children, Science and Research Branch, Islamic Azad University, Tehran, Iran
3 Department of Psychology, Science & Research Branch, Islamic Azad University, Tehran, Iran
4 Department of Psychology, Islamic Azad University, Roudehen Branch, Roudehen, Iran
چکیده [English]

Introduction: of these important concepts in psychology today is "successful intelligence". The aim of this study was to investigate the effect of successful intelligence training on tolerating ambiguity, learning strategies of self-regulation and social adaptation of female students by semi-experimental method of pre-test-post-test with control group.
Materials and Methods: The study population was single female students with an age range of 18 to 30years in Islamic Azad University,Yadegar-e Emam Branch in the academic year of 1399-1400, 24 in the control group and24 in the experimental group(21students Follow-up)were selected as available.The method of data collection was non-random and as available, but due to COVID-19 disease, the questionnaires were prepared through as a link and was performed once before the start of the course, once at the end of the course,and once for follow-up two months after the course.The questionnaires of successful intelligence,ambiguity tolerance,self-regulatory learning strategies,and Bell social adjustments were used as research tools.
Results: The covariance method was used for the pre-test and post-test, and T was always used for the follow-up period. The results of multivariate analysis of covariance (MANCOVA) in the experimental and control groups show that according to the Pillai effect, Landai-Wilks, Hetlink-Lovely effect and Roy's Largest Root tests, All of the dependent variables (ambiguity tolerance, self-regulation learning strategies and social compatibility) there is a significant difference (F=12.57, P<0.0001). In the follow-up period, according to the significance level of 0.0000, all of which were smaller than 0.01, the contrary hypothesis was confirmed. These findings indicate that the effect is significant with a probability of 99 percent.
Conclusion: successful intelligence training course affects successful intelligence, ambiguity tolerance,self-regulatory learning strategies and social adaptation, and can increase creativity, practical and analytical ability, and increase one's tolerance against ambiguities, and is an important factor in regulation of one's mood and learning, and plays an important role in the adaptation of the individual in society as much as possible.Therefore, it is recommended to start successful intelligence courses as a complementary model along with training courses from adolescence and develop them in universities.

کلیدواژه‌ها [English]

  • Successful Intelligence
  • Ambiguity Tolerance
  • Self-Regulated Learning Strategies
  • Social Adaptation
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