پديد آورندگان :
وحيدي نژاد، مهديه دانشگاه آزاد اسلامي واحد اصفهان (خوراسگان)، اصفهان، ايران , قمراني، امير دانشگاه اصفهان، اصفهان، ايران - گروه روان شناسي و آموزش كودكان با نيازهاي خاص , منشئي، غلامرضا دانشگاه آزاد اسلامي واحد اصفهان (خوراسگان)، اصفهان، ايران - گروه روان شناسي
چكيده فارسي :
زمينه و هدف: انگيزهٔ تحصيلي نقش زيادي در دستيابي به موفقيت‌هاي تحصيلي و در ادامه شكل‌گيري خودپندارهٔ مثبت در دانش‌آموزان دارد. اين پژوهش با هدف بررسي اثربخشي آموزش راهبردهاي يادگيري خودگردان بر خودپندارهٔ تحصيلي دانش‌آموزان داراي انگيزهٔ تحصيلي ضعيف انجام شد.
روش‌بررسي: در اين پژوهش از شيوهٔ نيمه‌تجربي و طرح پيش‌آزمون و پس‌آزمون و پيگيري با گروه آزمايش و گواه استفاده شد. جامعهٔ آماري را تمامي دانش‌آموزان داراي انگيزهٔ تحصيلي كم تشكيل دادند كه در سال تحصيلي 97-1396 در مدارس عادي شهر يزد مشغول به تحصيل بودند. براي انتخاب نمونه به‌روش نمونه‌گيري دردسترس چهل دانش‌آموز داراي انگيزهٔ تحصيلي ضعيف انتخاب شدند و به‌تصادف در دو گروه آزمايش (بيست نفر) و گواه (بيست نفر) قرار گرفتند. پس از انجام پيش‌آزمون و گروه‌بندي افراد، در هشت جلسه آموزش راهبردهاي يادگيري خودگردان به گروه آزمايش صورت پذيرفت. سپس از هر دو گروه پس‌آزمون و بعد از دو ماه، پيگيري گرفته شد. ابزار گردآوري اطلاعات شامل پرسشنامهٔ انگيزش تحصيلي هارتر (1981) و پرسشنامهٔ خودپندارهٔ تحصيلي چن (2004) بود. دادهها با استفاده از تحليل واريانس براي اندازه‌گيرهاي مكرر با نرم‌افزار SPSS25تجزيه‌وتحليل شدند.
يافته‌ها: نتايج آزمون تحليل واريانس براي اندازه‌گيري‌هاي مكرر نشان داد كه اثربخشي آموزش راهبردهاي خودگردان بر خودپندارهٔ تحصيلي دانش‌آموزان معنادار است (0٫001≥p).
نتيجه‌گيري: يافته‌هاي اين پژوهش بر اهميت راهبردهاي يادگيري خودگردان در شكل‌گيري خودپندارهٔ مثبت تأكيد مي‌كند. بر اين اساس، پيشنهاد مي‌گردد آموزش يادگيري خودگردان در فوق‌برنامهٔ درسي مدارس به‌عنوان مهارت‌هاي لازم تحصيلي درجهت استفاده از راهبردهاي شناختي و راهبرد فراشناختي توسط دانش‌آموزان گنجانده شود.
چكيده لاتين :
Background & Objectives: Educational motivation plays a major role in academic achievement and the formation of a positive self–concept in students. Educational motivation is the set of internal and external factors that help a person to achieve learning goals; motivation creates energy
in the learners and leads their activities; therefore, the higher the motivation of individuals to learn and study, the more active they will be to reach their ultimate goal. Educational motivation has different pathways to inclusive behaviors. The lack of purposefulness in performing an
activity also causes anxiety in individuals. Furthermore, self–concept is among the basic notions in psychology. Based on the theory of self–
concept, i.e., related to self–assessment, self–concept is a network of positive and negative beliefs as well as beliefs about self–acceptance or
rejection. This study aimed to investigate the effectiveness of self–directed learning strategies training on self–concept in students with low
academic motivation.
Methods: This was a quasi–experimental study with a pretest–posttest–follow–up and a control group design. The statistical population of this
study included all low–motivated students of the ninth grade who were studying in the ordinary schools of Yazd City, Iran, in the 2017–2018
academic year. To select the research sample, 40 students with low academic motivation were selected by convenience sampling method and
randomly assigned to two experimental groups (20 subjects) and a control group (20 subjects). After conducting the pretest and grouping, 8
sessions of self–directed learning strategies were provided to the experimental group. Then, both groups completed the research inventory again,
as the posttest. After one month, the follow–up assessment was implemented. Hartler's Hearing Inventory (1981) and the Self–concept
questionnaire of Chen (2004) were used to collect data in this research. Hartler's Hearing Inventory includes 33 items and aims to study academic
motivation among students. In a study by Leper et al. (2005), a re–test performed on 208 subjects after 6 weeks indicated a high positive
correlation (0.74) between two stages of the test. This questionnaire’s reliability was obtained by Zahiri and Rajabi, with Cronbach's alpha
coefficient of 0.92. The Self–concept questionnaire of Chen includes 15 items, and the individual's mental image is measured. Chen (2004)
reported the reliability of this test through internal consistency for three subscales to be 0.75, 0.82, and 0.82, respectively. Besides, the reliability
of this questionnaire was obtained by Marashian with Cronbach's alpha coefficient of 0.92. The obtained data were analyzed by repeated–
measures Analysis of Variance (ANOVA) in SPSS.
Results: The repeated measures ANOVA results suggested a significant interaction between the pretest, posttest, and follow–up scores in the
level of academic self–concept between the groups (p≤0.001). Furthermore, the Bonferroni posthoc test results revealed a significant difference
in the mean scores of academic self–concept between pretest, posttest, and pretest–follow–up stages (p≤0.001). In other words, the level of self–
concept in the experimental group has significantly increased; however, there was no significant difference between the posttest and follow–up
scores of self–concept. Accordingly, the effectiveness of teaching autonomous learning strategies on the self–concept of students with low
academic motivation remained stable.
Conclusion: The present study findings emphasized the importance of autonomous learning strategies in the formation of a positive self–concept.
Thus, it is suggested that self–taught learning in the school curriculum be included as the necessary educational skills to use cognitive strategies and metacognitive strategies by students.
