چكيده فارسي :
زمينه و هدف: هدف اين پژوهش بررسي تأثير آموزش اميد، بر درگيري شناختي و پيشرفت تحصيلي دانش‌آموزان دختر استثنايي بود.
روش‌بررسي: اين پژوهش نيمه‌آزمايشي از نوع پيش‌آزمون-پس‌آزمون با گروه گواه بود. جامعهٔ آماري اين پژوهش شامل تمامي دانش‌آموزان دختر استثنايي در دورهٔ دوم متوسطهٔ شهر خرم‌آباد در سال تحصيلي 1393-94 بودند. نمونهٔ پژوهش شامل 30 دانش‌آموز دختر استثنايي دورهٔ دوم متوسطه شهر خرم‌آباد بود كه با استفاده از روش سرشماري انتخاب شده و به‌صورت تصادفي در دو گروه آزمايش و گواه (هر گروه 15 نفر) جايگزين شدند. آزمودني‌هاي گروه آزمايش به مدت 9 جلسه تحت آموزش اميد قرار گرفتند، اما گروه گواه مداخله‌اي دريافت نكرد. در پايان از هر دو گروه پس‌آزمون به عمل آمد. ابزار اندازه‌گيري، پرسشنامۀ درگيري تحصيلي زرنگ و معدل پايان نيمسال تحصيلي دانش‌آموزان بود. داده‌ها به روش آماري تحليل كواريانس چند‌متغيره و تك‌متغيره تجزيه‌و‌تحليل شد.
يافته‌ها: نتايج نشان داد كه آموزش اميد، بر افزايش درگيري شناختي و پيشرفت تحصيلي دانش‌آموزان گروه آزمايش (0٫001>p) معنادار بود.
نتيجه‌گيري: مي‌توان نتيجه گرفت كه آموزش اميد مي‌تواند باعث بالارفتن درگيري شناختي و پيشرفت تحصيلي دانش‌آموزان استثنايي (با ناتواني هوشي) شود. بر اين اساس به معلمان پيشنهاد مي‌شود در طول دورهٔ آموزش خود، از آموزش اميد به‌عنوان سازه‌اي مهم از روان‌شناسي مثبت به دانش‌آموزاني كه اميد كمتري دارند و تلاش و درگيري شناختي پايين‌تري دارند، استفاده كنند.
چكيده لاتين :
Background and objective: Factors such as frust ration toward continuing education, lack of self-confiden ce, lack o f making ef for ts t o
compensate for failures, and lack of insistence on achieving success are thought to affect academic achievement. Therefore, this study aims at
invest igat ing the impact of teaching hope, as a construct in positive psychology upon the cognitive engagement and academic ach ievement
among high school exceptional female students (with intellectual disability) in Khorramabad, Iran.
Methods: This is a two group pretest-post quasi-experimental study. The study population consisted of all exceptional h igh sch o ol f emale
students in Khorramabad in the school year of 2014-2015. The research sample consisted of 30 Exceptional high school female students. The
part icipants were randomly assigned to experimental and control groups in equal numbers. The research instrument was Smar t Co gn i t ive
engagement Questionnaire (2012). The quest ionnaire, adopted from the theoretical model of Linen Brink and P in t rich (2 003 ), measur es
aspects of cognit ive engagement through 19 statements. The reliability of the tool was 0.88 in this study. To measure the academic
achievement of t he st udents, the st udents’ final GP of the second semester was used. After selecting the test group as well as the control group,
in the same conditions and simultaneously and before any intervention, each quest ionnaire of cognitive learning quest ionnaires was r ead o ut
for the students of the groups to complete the quest ionnaire as a pre-test. The experiment groups received 9 sessions 60 minute hope t raining in
accordance wit h Snyder's Hope T heory and Magyar Moe’s positive psychology. The instruction wa s c a r r i e d o ut i n a n o pe r at i o na l and
illust rat ive manner in forms of presentation, stories and of PowerPoint files. The control group did not receive any t raining. Afterwards, p ost -
tests were administered to the students of both groups.. Descriptive statistics indices (mean and standard deviation) were used for descr ibin g
the data. Mult ivariate Analysis of Covariance (MANCOVA) and Analysis of Covariance (ANCOVA) were used to test the research
hypotheses.
Result: The results of mult ivariate and single-variable covariance analysis showed that, by contro l l in g t he p re - test scor es, th er e was a
significant difference between the average scores of the cognitive engagement and academic achievement variables in the exper imental an d
cont rol groups in the post-test phase( (p <0.001and F=10.71). Therefore, t eaching hope influences the exceptional female st udents’ cogn it i v e
engagement and academic achievement in Khorramabad.
Conclusion: Based on the results of this study, the positive and significant effects of teaching was thoroughly vivid. Hence educat ional affairs
authorities should seek to apply and promote educat ional practices that increase the ability to progress and awaken hope amon g t he st udents
with intellectual disabilit ies and prepare them to face classroom challenges. This practice gradually resul t e d i n im pr ovi n g t he st ude nt s’
academic skills, cognit ive engagement and ult imately academic achievement.
