وضعيت باورها و حالت فراشناختي و حافظه كاري دانش آموزان دوره متوسطه

The status of beliefs and state of metacognitive and working memory of high school students

ﻫﺪف: ﻫﺪف از اﻧﺠﺎم اﯾﻦ ﺗﺤﻘﯿﻖ ﺑﺮرﺳﯽ ﻧﻘﺶ ﺑﺎورﻫﺎ و ﺣﺎﻟﺖ ﻓﺮاﺷﻨﺎﺧﺘﯽ در ﺣﺎﻓﻈﻪ ﮐﺎري داﻧﺶ آﻣﻮزان دوره ﻣﺘﻮﺳﻄﻪ دوم ﺷﻬﺮ ﺑﯿﺮﺟﻨﺪ اﺳﺖ. روش: اﯾﻦ ﭘﮋوﻫﺶ از ﻧﻈﺮ روش ﮔﺮدآوري داده ﻫﺎ ﺟﺰء ﭘﮋوﻫﺶ ﻫﺎي ﺗﻮﺻﯿﻔﯽ و از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﻣﯽ ﺑﺎﺷﺪ و ﺑﺮاﺳﺎس ﻣﺎﻫﯿﺖ، ﺟﺰء ﭘﮋوﻫﺶ ﻫﺎي ﺑﻨﯿﺎدي ﻣﺤﺴﻮب ﻣﯽ ﺷﻮد. ﺟﺎﻣﻌﻪي اﯾﻦ ﭘﮋوﻫﺶ ﮐﻠﯿﻪ داﻧﺶ آﻣﻮزان ﻣﺘﻮﺳﻄﻪ دوره دوم ﺷﻬﺮ ﺑﯿﺮﺟﻨﺪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 94-95 ﻣﯽﺑﺎﺷﺪ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﯾﻦ ﮐﻪ ﺣﺠﻢ ﮐﻞ ﺟﺎﻣﻌﻪ ﻣﻮرد ﻧﻈﺮ 2000 ﻧﻔﺮ ﻣﯽ ﺑﺎﺷﺪ ﺑﺎ اﺳﺘﻔﺎده از ﻓﺮﻣﻮل ﮐﻮﮐﺮان ﺗﻌﺪاد 300 ﻧﻔﺮ داﻧﺶ آﻣﻮز دﺧﺘﺮ و ﭘﺴﺮ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. از ﺷﯿﻮه ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﻃﺒﻘﻪ اي ﻧﺴﺒﺘﯽ ﺑﺮ ﺣﺴﺐ ﺟﻨﺴﯿﺖ اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. اﺑﺰار ﮔﺮدآوري داده ﻫﺎ ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي ﺣﺎﻟﺖ ﻫﺎي ﻓﺮاﺷﻨﺎﺧﺖ اوﻧﯿﻞ و ﺟﻤﺎل ﻋﺎﺑﺪي )1996( )ﭘﺎﯾﺎﯾﯽ 0/94(؛ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺎورﻫﺎي ﻓﺮاﺷﻨﺎﺧﺖ وﻟﺰ و ﮐﺎﺗﺮاﯾﺖ )2004( )ﭘﺎﯾﺎﯾﯽ 0/87( و ﺣﺎﻓﻈﻪ ﮐﺎري دن )2008( )ﭘﺎﯾﺎﯾﯽ، 0/94( ﻣﯽ ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﻣﺘﻐﯿﺮ ﺣﺎﻟﺖ ﻫﺎي ﻓﺮاﺷﻨﺎﺧﺖ و ﻣﯿﺎﻧﮕﯿﻦ ﺗﻤﺎﻣﯽ ﻣﺆﻟﻔﻪ-ﻫﺎي ﺣﺎﻟﺖﻫﺎي ﻓﺮاﺷﻨﺎﺧﺖ )آﮔﺎﻫﯽ ﻓﺮاﺷﻨﺎﺧﺖ، راﻫﺒﺮد ﻓﺮاﺷﻨﺎﺧﺖ، ﺧﻮدﺑﺎزﺑﯿﻨﯽ و ﺑﺮﻧﺎﻣﻪ رﯾﺰي( ﺑﺎﻻﺗﺮ از ﺣﺪ ﻣﺘﻮﺳﻂ ﻗﺮار دارﻧﺪ. ﻣﯿﺎﻧﮕﯿﻦ ﻣﺘﻐﯿﺮ ﺑﺎورﻫﺎي ﻓﺮاﺷﻨﺎﺧﺖ داﻧﺶ آﻣﻮزان ﭘﺎﯾﯿﻦ ﺗﺮ از ﺣﺪ ﻣﺘﻮﺳﻂ ﻗﺮار دارد. ﻣﯿﺎﻧﮕﯿﻦ ﻣﺘﻐﯿﺮ ﮐﻨﺘﺮل ﻧﺎﭘﺬﯾﺮي و ﺧﻄﺮ ﭘﺬﯾﺮي" و ﻣﺘﻐﯿﺮ ﮐﻔﺎﯾﺖ ﺷﻨﺎﺧﺘﯽ و ﻣﺘﻐﯿﺮ ﺑﺎورﻫﺎي ﻣﺜﺒﺖ در ﻣﻮرد ﻧﮕﺮاﻧﯽ ﭘﺎﯾﯿﻦ ﺗﺮ از ﺣﺪ ﻣﺘﻮﺳﻂ ﻗﺮار دارﻧﺪ. ﻣﯿﺎﻧﮕﯿﻦﻣﺘﻐﯿﺮ ﺧﻮدﻫﺸﯿﺎري ﺷﻨﺎﺧﺘﯽ" و ﻣﺘﻐﯿﺮ ﻧﯿﺎز ﺑﻪ ﮐﻨﺘﺮل اﻓﮑﺎر ﺑﺎﻻﺗﺮ از ﺣﺪ ﻣﺘﻮﺳﻂ ﻗﺮار داﺷﺖ. و ﻣﯿﺎﻧﮕﯿﻦ ﺣﺎﻓﻈﻪ ﮐﺎري داﻧﺶ آﻣﻮزان ﭘﺎﯾﯿﻦ ﺗﺮ از ﺣﺪ ﻣﺘﻮﺳﻂ ﻗﺮار دارد.

Purpose: The aim of this study was to investigate the role of metacognitive beliefs and states on working memory of high school students in Birjand. Method The research method was descriptive and correlational and it is a fundamental research. The study population was including all of the high school students in Birjand in the academic years 2015-2016. Due to the fact that the whole population was 2,000, by using the Cochran formula, 300 male and female students were selected. According to gender, stratified sampling method has been used. Data collection tools included O'Neil & Abedi’s (1996) state metacognitive inventory; Wells & Cartweight-Hatton’s (2004) metacognitive beliefs questionnaire; and, Dan’s (2008) working memory. Findings The means of state metacognitive was above average; and the means of belief metacognition and working memory of students was lower than average. Metacognitive beliefs and state metacognitive explained 22% of the variance of the students’ working memory. Components of metacognitive beliefs explained 38% of the variance of the students' working memory. Beta coefficients of "uncontrollability and risk-taking" and "cognitive competence" was positive; so students who gain higher score on the "uncontrollability and risk-taking" and "cognitive competence", then will earn the higher score on working memory. Positive beliefs about worry, self-cognitive alertness and the need to control thoughts were not able to predict the working memory. State metacognitive components explained 3% of the variance of the students’ working memory. None of the state metacognitive components are not able to predict the working memory.