چكيده فارسي :
پژوهش حاضر با هدف مقايسه ي سبك‌هاي مديريت كلاس بر مهارت هاي راهبردي فراشناختي، هيجاني نارساخواني دانشجويان غيرايراني و ايراني انجام شد. جامعه ي آماري پژوهش شامل كليه ي دانشجويان غيرايراني و ايراني دانشگاه شيراز است كه در سال تحصيلي 96-1395 در اين دانشگاه مشغول به تحصيل بودند. از ميان 700 دانشجوي ايراني و غيرايراني، تعداد 120 دانشجوي ايراني و 120 دانشجوي غيرايراني با استفاده از جدول تعيين حجم نمونه ي كرجسي و مورگان به‌عنوان نمونه انتخاب شدند. نمونه گيري با روش نمونه‌گيري تصادفي خوشه‌اي در دانشكده‌هاي شهر شيراز بود. ابزار گردآوري داده ها در سبك مديريت كلاس پرسشنامه ي محقق ساخته بود و متغير مهارت‌هاي راهبردي فراشناختي نيز با استفاده از پرسشنامه ي خود گزارشي اسپرلينگ كه روايي آن با روش پانل متخصصان و پايايي آن با روش آلفاي كرونباخ محاسبه شده است، ارزيابي گرديد. داده‌ها به كمك روش آماري تحليل واريانس، اسپيرمن و تي مستقل تحليل شدند. يافته‌هاي پژوهش بيانگر اين مطلب است كه بين سبك‌هاي مديريت كلاس (مداخلهگر، تعاملي و غير مداخلهگر) در دو گروه (دانشجويان غيرايراني و ايراني) تفاوت معناداري وجود دارد، بدين ترتيب كه سبك‌هاي مديريت كلاس (مداخلهگر، تعاملي و غير مداخلهگر) در بين دانشجويان ايراني در مقايسه با دانشجويان غيرايراني در سطح بالايي قرار دارد. همچنين، از ديدگاه دانشجويان (ايراني- غيرايراني) دانشگاهِ شيراز در رابطه با سبك مديريت كلاس در سه حوزه ي (غيرمداخله‌گر، مداخلهگر، تعاملي)، سبك مديريت كلاس تعامل‌گرا در بين دانشجويان ايراني بيشترين ميانگين و سبك مديريت كلاس غيرمداخله‌گر كمترين ميانگين را داشت و در بين دانشجويان غيرايراني، سبك مديريت كلاس تعامل‌گرا بيشترين ميانگين و سبك مديريت كلاس مداخلهگر كمترين ميانگين را داشته است.
چكيده لاتين :
This study aims at comparing the class management methods on dyslexia
emotional, metacognitive strategic skills in Iranian and foreign students. The
statistical population included all Iranian and foreign students in Shiraz
University who studied there at 2016-17 academic year. Among 700 students,
120 Iranian students and 120 foreign students were selected through random
cluster sampling. The way for gathering information in the class management
method was a researcher made questionnaire and for the variable of
metacognitive strategic skills the self-report questionnaire of Sperling was used.
Its validity was examined by a panel of experts and its reliability was calculated
by Cronbach’s Alpha. The data were analyzed via ANOVA, Spearman
correlation, and independent samples t-test. Martin and Baldvin (1993) proposed
a simple and comprehensive definition for the classroom management concept.
According to this definition, classroom management is a multi-dimensional
structure which encompasses three broad dimensions: personality, teaching, and discipline. What has attracted the attention of scholars in classroom management
methods is the difference in the methods of classroom management. Classroom
management by teachers has different methods. The most important styles are
non-interventionist, interventionist, and interactive methods. The study used a
survey based method. Since there was no experimental or interventional
manipulation in this study, this research was descriptive and in terms of purpose,
was among applied research. The research population consisted of foreign and
Iranian students who studied at Shiraz University at 2016-17 academic year.
Random cluster sampling was used for participant selection and two questionnaires were used to collect data. Management involved the skills of people in three aspects of humanity, technical and perceptual skills that cannot be achieved without individual experiences, a great deal of insight, and spending a long time. According to the interactive classroom management approach, classroom issues are resolved through negotiation and rational reasoning with students. Based on the theory of social learning, the two-way communication between the individual and the environment and its effects will lead to the acceptance of responsibility for learning behavior and student growth. In such a classroom, discipline and control are created in an interactive process between teachers and students, and students contribute to the planning and organization of the classroom. Wening (2014)reported that when there is more control in the classroom management and less interaction between teachers and students, the students will be irresponsible and inactive in social interactions. Findings showed that class management methods (interventionist, interactive, non-interventionist) in two groups of Iranian and foreign students had a significant difference. The methods of class management were in higher level among Iranian students. Among Iranian students, interactive method had the highest mean and the non-interventionist method had the lowest mean. Among foreign students, the interactive method had the highest mean and the interventionist method had the lowest mean.
