اثر بخشي آموزش راهبردهاي يادگيري خود تنظيمي بر سر زندگي تحصيلي و پيشرفت تحصيلي دانش‌ آموزان دختر داراي مشكلات تحصيلي

The Effects of Self-Regulation Learning Strategies Training on Academic Buoyancy and Academic Achievement in Female Students With Academic Problems

زمينه و هدف: به‌ نظر مي‌رسد كه يادگيري راهبردهاي خود تنظيمي نقش مهمي در حذف يا حداقل كاهش بسياري از مشكلات تحصيلي نظير خمودگي تحصيلي و افت تحصيلي دانش‌آموزان دارد؛ بنابراين، هدف پژوهش حاضر بررسي اثربخشي آموزش راهبردهاي يادگيري خودتنظيمي بر سرزندگي تحصيلي و پيشرفت تحصيلي دانش‌آموزان دختر داراي مشكلات سرزندگي تحصيلي و پيشرفت تحصيلي بود. روش‌ بررسي: اين پژوهش آزمايشي با طرح پيش‌آزمون‌‌پس‌آزمون با گروه گواه بود. جامعهٔ آماري را تمامي دانش‌آموزان دختر پايهٔ دوم متوسطهٔ دوم ناحيهٔ يك شهر كرمان در سال 95-1394 تشكيل دادند. روش نمونه‌گيري خوشه‌اي چندمرحله‌اي و در آخرين خوشه به روش تصادفي ساده بود؛ به اين صورت كه از بين مدارس ناحيهٔ يك، يك ‌دبيرستان به‌طور تصادفي ساده انتخاب شد. سپس از بين كلاس‌ها، چهار كلاس به‌صورت تصادفي ساده در نظر گرفته شد. حجم نمونه با استفاده از جدول كوهن بين 32 تا50 نفر برآورد شد و با استفاده از نرم‌افزار GPower باتوجه به شاخص‌هاي اثر اندازه و آلفاي 0٫05 و توان آزمون تأييد شد؛ بر اين اساس، 46 دانش‌آموز داراي مشكلات سرزندگي تحصيلي و مشكلات پيشرفت تحصيلي شناسايي شدند. سپس به‌روش نمونه‌گيري تصادفي ساده، دانش‌آموزان در دو گروه 23نفري آزمايش و گواه قرار گرفتند. مقياس سرزندگي تحصيلي (دهقاني‌زاده و حسين‌چاري، 1391) و معدل نيم‌سال اول به‌عنوان ابزار غربالگري (تشخيص مشكلات تحصيلي) و به‌عنوان پيش‌آزمون و معدل نيم‌سال دوم نيز به‌عنوان پس‌آزمون مدنظر قرار گرفته شدند. گروه آزمايش به‌مدت هشت جلسه آموزش راهبردهاي يادگيري خودتنظيمي دريافت كرد. داده‌ها در سطح معناداري 0٫05 با استفاده از تحليل كوواريانس چندمتغيري (مانكوا) و به‌كمك نرم‌افزار SPSS نسخهٔ 20 تحليل شدند. يافته‌ها: نتايج تحليل معناداري، اثربخشي آموزش راهبردهاي يادگيري خودتنظيمي را بر افزايش سرزندگي تحصيلي (0٫001>p) و پيشرفت تحصيلي (0٫001>p) دانش‌آموزان نشان داد. نتيجه‌گيري: آموزش راهبردهاي يادگيري خودتنظيمي در ارتقاي سرزندگي تحصيلي و پيشرفت تحصيلي دانش‌آموزان دختر با مشكلات تحصيلي تأثير مثبت دارد و ازطريق آموزش اين راهبردها امكان بهبود شرايط تحصيلي اين دسته از دانش‌ آموزان وجود دارد.

Background & Objectives: Academic buoyancy, academic achievement, and self–regulation are to some extent correlated with each other. Self–regulation is a multi–dimensional concept, i.e., its aspects have concurrent inner and independent relations. Besides, it refers to cognitive, metacognitive, motivational, behavioral, and affective activities. Self–regulation learning strategies include overt approaches (controlling the task situation & others in the task setting) and covert methods (meta–cognitive control, motivation control & emotion control). On this basis, learning self–regulation strategies significantly impact eliminating or decreasing students’ numerable academic problems, such as academic languish and poor academic achievement, which encompass numerous female students. Therefore, the current research aimed to investigate the effects of self–regulation learning strategies training on academic buoyancy and academic achievement among female students with academic buoyancy and academic achievement problems. Methods: This was an experimental study with a pretest–posttest and a control group design. The research statistical population consisted of all the second–grade female high school students in Kerman City, Iran, in the 2015–2016 academic year. The study participants were selected using a multiphase cluster sampling method in the final forth cluster of a school, as well as a simple cluster sampling approach. Accordingly, among all schools in the region one, 9 high schools were randomly recruited. Then, 4 classes were considered among them. The sample size was estimated to range between 32 and 50 individuals using Cohen’s table. This number was confirmed by GPower software concerning the effect size, the alpha 0.05, and the test power indices. Subsequently, 46 students with academic buoyancy and academic achievement problems were identified. By simple random clustering method, the selected students were placed into two groups of experimental and control (n=23/group). The Academic Buoyancy Scale (ABS) (Dehghanizadeh & Hosseinchari, 2012) and the Grade Point Average (GPA) of the first semester of the students were considered as the screening tools (diagnosing academic problems) and as the pretest scales; the second semester GPA was considered as the posttest measure. The inclusion criteria of the study were not using any medicine, not participating in any workshop simultaneously or in the previous three months, the lack of any mental health disorders (according to the school counselor), acquiring low scores in the ABS, presenting low academic achievement, and providing written informed consent forms of the participating parents and their children. Furthermore, the study exclusion criteria included absence from even one training session, experiencing a sudden poor academic achievement for any reason, initiating pharmacotherapy, beginning to participate in any instructional workshop or any other treatment, and unwillingness to continue participation in the experiment for any reason. The experimental group received 8 sessions of training, each lasting two hours and two times a week. The study instruction was based on Zimmerman and Risemberg’s model of instruction (1997), i.e., conducted by the researcher. After the end of the instructional sessions, the posttest was administrated (reconducting the ABS) and the GPA was recorded for the experimental and control groups. The obtained data were analyzed using Multivariable Analysis of Covariance (MANCOVA) in SPSS. Results: The age of the individuals in the experimental and control groups (summed together or separated from each other) ranged from 15 to 17 years. The mean (SD) age of the study groups was 16.173(0.491) years; the experimental and control groups’ mean (SD) age scores were 16.043(0.638) and 16.043(0.562) years, respectively. The descriptive analysis data indicated an increase in the explored students’ academic buoyancy and academic achievement in the posttest phase. In terms of inferential analysis, the ultimate findings suggested the significant effectiveness of the self–regulation learning strategies training on students’ academic buoyancy (p˂0.001) and their academic achievement (p˂0.001). Additionally, based on the effect size, the instruction–induced effectiveness (the effect of the independent variable) on the academic buoyancy was approximately 60% (p˂0.001) with the test power of 1. Moreover, the later effect (the experimental effect) on academic achievement was around 26% (p˂0.001) with the test power of 0.963. Conclusion: The self–regulation learning strategies training was effective in enhancing female high school students’ academic buoyancy and academic achievement; thus, through presenting these training strategies to students with academic buoyancy or academic achievement problems, it is possible to improve their academic conditions.