اثربخشي آموزش مهارت‌هاي فراشناختي بر مهارت‌هاي مطالعه و هيجانات تحصيلي دانش‌آموزان پسر پايه دهم مدارس شهرستان اردبيل

The Effect of Metacognitive Skills Training on Study Skills and Academic Emotions of 10th Grade Male Students of Schools in Ardabil

: ﻫﺪف از اﻧﺠﺎم ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش ﻣﻬﺎرتﻫﺎي ﻓﺮاﺷﻨﺎﺧﺘﯽ ﺑﺮ ﻣﻬﺎرتﻫﺎي ﻣﻄﺎﻟﻌﻪ و ﻫﯿﺠﺎﻧﺎت ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان ﭘﺴﺮ ﭘﺎﯾﻪ دﻫﻢ ﻣﺪارس ﺷﻬﺮﺳﺘﺎن اردﺑﯿﻞ ﺑﻮد. روش: روش ﭘﮋوﻫﺶ ﻧﯿﻤﻪآزﻣﺎﯾﺸﯽ )ﻧﯿﻤﻪﺗﺠﺮﺑﯽ( و ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن- ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺗﺤﻘﯿﻖ ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان ﭘﺴﺮ ﭘﺎﯾﻪ دﻫﻢ ﻣﺪارس ﺷﻬﺮﺳﺘﺎن اردﺑﯿﻞ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1396-97 ﺑﻮدﻧﺪ ﮐﻪ از ﺑﯿﻦ آنﻫﺎ 24 ﻧﻔﺮ ﺑﺮاي ﮔﺮوه آزﻣﺎﯾﺶ و 24 ﻧﻔﺮ ﻫﻢ ﺑﺮاي ﮔﺮوه ﮐﻨﺘﺮل ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﭼﻨﺪﻣﺮﺣﻠﻪاي اﻧﺘﺨﺎب ﺷﺪ. از ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﻣﻬﺎرت ﻣﻄﺎﻟﻌﻪ )SSI( دﻧﯿﺲ ﮐﻨﮕﺎس و ﻫﯿﺠﺎﻧﺎت ﺗﺤﺼﯿﻠﯽ ﭘﮑﺮان و ﻫﻤﮑﺎران ﺑﺮاي ﮔﺮدآوري اﻃﻼﻋﺎت اﺳﺘﻔﺎده ﺷﺪ. ﮔﺮوه آزﻣﺎﯾﺶ ﻃﯽ 8 ﺟﻠﺴﻪ ﺗﺤﺖ آﻣﻮزش ﻣﻬﺎرتﻫﺎي ﻓﺮاﺷﻨﺎﺧﺘﯽ ﻗﺮار ﮔﺮﻓﺘﻨﺪ و در اﯾﻦ ﻣﺪت ﮔﺮوه ﮐﻨﺘﺮل ﻫﯿﭻ آﻣﻮزﺷﯽ درﯾﺎﻓﺖ ﻧﮑﺮدﻧﺪ. دادهﻫﺎ از ﻃﺮﯾﻖ آزﻣﻮنﻫﺎي ﺗﺤﻠﯿﻞ ﮐﻮارﯾﺎﻧﺲ ﭼﻨﺪﻣﺘﻐﯿﺮه )ﻣﺎﻧﮑﻮا( ﺗﺤﻠﯿﻞ ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد آﻣﻮزش ﻣﻬﺎرتﻫﺎي ﻓﺮاﺷﻨﺎﺧﺘﯽ ﺑﻪﻃﻮر ﻣﻌﻨﺎداري ﻣﻮﺟﺐ اﻓﺰاﯾﺶ ﻣﻬﺎرتﻫﺎي ﻣﻄﺎﻟﻌﻪ و ﻣﺆﻟﻔﻪﻫﺎي آن ﺑﻪ ﺟﺰء ﺗﻘﻮﯾﺖ ﺣﺎﻓﻈﻪ و اﻓﺰاﯾﺶ ﻫﯿﺠﺎﻧﺎت ﻣﺜﺒﺖ ﺗﺤﺼﯿﻠﯽ و ﮐﺎﻫﺶ ﻫﯿﺠﺎﻧﺎت ﻣﻨﻔﯽ ﺗﺤﺼﯿﻠﯽ در ﺑﯿﻦ آزﻣﻮدﻧﯽﻫﺎ در ﻣﺮﺣﻠﻪ ﭘﺲآزﻣﻮن ﺷﺪه اﺳﺖ )0/01

The purpose of the research was the effect of metacognitive skills training on study skills and academic emotions of 10th Grade Male Students of Schools in Ardabil. Method: This research method was a quasi-experimental and pre-test and post-test design with the control group. The statistical population of the study included all 10th-grade male students of Ardabil schools in the academic year of 2017-18, among whom 24 were assigned to the experimental group and 24 were selected for the control group by multi-stage sampling. For data gathering, we used the study skills Questionnaire (SSI) of Dennis Congos and the academic emotion Questionnaire of Pekrun et al. The experimental group received 8 metacognitive training sessions during which the control group did not receive any training. Data were analyzed using multivariate covariance analysis (MANCOVA). Results: The results showed that metacognitive skills training significantly increased the study skills and its components, in addition to strengthening memory and improving the positive academic emotion and reducing the negative academic emotion among the subjects in the post-test phase.