مقايسه مؤلفه‌هاي خود‌تنظيمي تكليف (ارزش تكليف، فراشناخت، تلاش و پايداري) در دانش‌آموزان مدارس استعدادهاي درخشان و عادي

The comparison of homework self regulation factors (task value, metacognition, effort and persistence) of students

هدف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﻣﻘﺎﯾﺴﻪ ﻣﺆﻟﻔﻪ ﻫﺎي ﺧﻮد ﺗﻨﻈﯿﻤﯽ ﺗﮑﻠﯿﻒ )ارزش ﺗﮑﻠﯿﻒ، ﻓﺮاﺷﻨﺎﺧﺖ، ﺗﻼش و ﭘﺎﯾﺪاري( داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﻣﺪارس اﺳﺘﻌﺪادﻫﺎي درﺧﺸﺎن و ﻋﺎدي ﺑﻮد. روش ﭘﮋوﻫﺶ از ﻧﻮع رﺷﺪي ﻣﻘﻄﻌﯽ و ﻋﻠّﯽ و ﻣﻘﺎﯾﺴﻪ اي ﻣﯽ ﺑﺎﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﺗﻤﺎم داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﭘﺎﯾ ﺸﺘﻢ و ﭘﺎﯾﻪ ﯾﺎزدﻫﻢ ﻣﺪارس اﺳﺘﻌﺪادﻫﺎي درﺧﺸﺎن و ﻋﺎدي ﺷﻬﺮ اﻫﻮاز ﺑﻮد ﮐﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1395-96 ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ. ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ 562 داﻧﺶ آﻣﻮز دﺧﺘﺮ ﺑﻮد ﮐﻪ ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪ اي ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﮔﺮدآوري داده ﻫﺎ ﺧﺮده ﻣﻘﯿﺎس راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي ﭘﻨﺘﺮﯾﺞ و دي ﮔﺮوت )1990(، ﺧﺮده ﻣﻘﯿﺎس ارزش ﺗﮑﻠﯿﻒ ﭘﻨﺘﺮﯾﺞ و ﻫﻤﮑﺎران )1991(، ﻣﻘﯿﺎس ﺗﻼش دوﭘﯿﺮات و ﻣﺎرﯾﻦ )2005( و ﻣﻘﯿﺎس ﭘﺎﯾﺪاري اﻟﯿﻮت، ﻣﮏ ﮔﺮﯾﮕﻮر و ﮔﯿﺒﻞ )1999( ﻣﯽ ﺑﺎﺷﺪ. ﺑﺮاي ﺑﺮرﺳﯽ ﭘﺎﯾﺎﯾﯽ از آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ، و ﺗﺎﯾﯿﺪ رواﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎ از ﺗﺤﻠﯿﻞ ﻋﺎﻣﻞ ﺗﺎﯾﯿﺪي اﺳﺘﻔﺎد ﺷﺪ. ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﻓﺮﺿﯿﻪ ﻫﺎ از روش ﻫﺎي آﻣﺎري ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ دو راﻫﻪ ﭼﻨﺪ ﻣﺘﻐﯿﺮي )ﻣﺎﻧﻮا( و ﺗﺤﻠﯿﻞ وارﯾﺎﻧﺲ ﯾﮏ راﻫﻪ )آﻧﻮا( اﺳﺘﻔﺎده ﺷﺪ. ﺑﺮرﺳﯽ ﯾﺎﻓﺘﻪ ﻫﺎ ﻧﺸﺎن ﻣﯽ دﻫﺪ ﺑﯿﻦ داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪ ﻫﺸﺘﻢ و ﭘﺎﯾﻪ ﯾﺎزدﻫﻢ ﻣﺪارس اﺳﺘﻌﺪادﻫﺎي درﺧﺸﺎن و ﻋﺎدي از از ﻟﺤﺎظ ﻣﺆﻟﻔﻪ ﻫﺎي ﻧﺎﻣﺒﺮده در ﺳﻄﺢ 0/001

The purpose of this study was to comparison the homework self regulation factors (task value, metacognition, effort and persistence) in eighth and eleventh grades of students in gifted and normal scchools. The population of this study consisted of the guidance school and high school students in Ahwaz at educational year 1395-1396. The sample size was determined 562 people by using of random clustering method. The instruments used in this study were Learning Strutegy Subscale (pintrich and DeGroot, 1990), Task Value Subscale (pintrich et.al, 1991), Effort Scale (Dupeyrat and Marine, 2005) and Persistence Scale (Elliot, McGregor and Gable, 1999). To check the reliability the cronbach's alpha was used followed by factor analysis to confirm the validity of the questionnaire. The hypotheses were tested by using of Manova and Anova method analysis. The results of this study indicate that there is significant difference between to groups of students in eighth and eleventh grade in comparison of these factors in P< 0/001. It’s suggested that because of reduce of task value and effort of students in eleventh grade, the planning must have suitable educational models for this groups of students.