نقش راهبردهاي فراشناختي و هوش هيجاني در پيش‌بيني مهارت‌هاي نوشتاري دانش آموزان پايه ششم

The Role of Metacognitive Strategies and Emotional Intelligence in Predicting the Writing Skills of the Sixth Grade Students

ف: ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﺗﻌﯿﯿﻦ راﺑﻄﻪ راﻫﺒﺮدﻫﺎي ﻓﺮاﺷﻨﺎﺧﺘﯽ و ﻫﻮش ﻫﯿﺠﺎﻧﯽ ﺑﺎ ﻣﻬﺎرتﻫﺎي ﻧﻮﺷﺘﺎري داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ ﺷﺸﻢ دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮ اراك ﺑﻮد. روش: روش ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ- ﻫﻤﺒﺴﺘﮕﯽ و ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ ﺷﺸﻢ دوره اﺑﺘﺪاﯾﯽ ﺷﻬﺮ اراك در ﺳﺎل 1397 ﺑﻪ ﺗﻌﺪاد )4185( ﻧﻔﺮ ﺑﻮدﻧﺪ. روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﻃﺒﻘﻪاي ﺗﺼﺎدﻓﯽ و ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﻧﯿﺰ ﺑﺮ اﺳﺎس ﺟﺪول ﮐﺮﺟﺴﯽ و ﻣﻮرﮔﺎن 351 ﻧﻔﺮ ﺗﻌﯿﯿﻦ ﺷﺪ. اﺑﺰار ﺟﻤﻊآوري دادهﻫﺎ در اﯾﻦ ﭘﮋوﻫﺶ، ﭘﺮﺳﺸﻨﺎﻣﻪ راﻫﺒﺮدﻫﺎي ﻓﺮاﺷﻨﺎﺧﺘﯽ ﻣﺨﺘﺎري و رﯾﭽﺎرد )2002(، ﭘﺮﺳﺸﻨﺎﻣﻪ رﮔﻪ ﻫﻮش ﻫﯿﺠﺎﻧﯽ ﭘﺘﺮاﯾﺪز و ﻓﺎرﻧﻬﺎم )2006( و آزﻣﻮن ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﻣﻬﺎرتﻫﺎي ﻧﻮﺷﺘﺎري ﺑﻮد. ﺑﺮاي ﺗﺠﺰﯾﻪ ﺗﺤﻠﯿﻞ دادهﻫﺎ از آزﻣﻮنﻫﺎي آﻣﺎري ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و رﮔﺮﺳﯿﻮن ﻫﻤﺰﻣﺎن اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﯾﺞ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ ﻣﻬﺎرتﻫﺎي ﻧﻮﺷﺘﺎري ﺑﺎ راﻫﺒﺮدﻫﺎي ﻓﺮاﺷﻨﺎﺧﺘﯽ )0/01< r=0/42 ،p( و ﻫﻮش ﻫﯿﺠﺎﻧﯽ0/01 r=0/45 ،p< ﻫﻤﺒﺴﺘﮕﯽ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري وﺟﻮد دارد. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ رﮔﺮﺳﯿﻮن ﻫﻤﺰﻣﺎن ﻧﺸﺎن داد ﻫﻮش ﻫﯿﺠﺎﻧﯽ ﺑﺎ ﺿﺮﯾﺐ ﺑﺘﺎي )0/01 β=0/30 ،p<( و راﻫﺒﺮدﻫﺎي ﻓﺮاﺷﻨﺎﺧﺘﯽ ﺑﺎ ﺿﺮﯾﺐ ﺑﺘﺎي )0/01 β=0/21 ،p<( ﻗﺎدر ﺑﻪ ﭘﯿﺶﺑﯿﻨﯽ ﻣﻬﺎرتﻫﺎي ﻧﻮﺷﺘﺎري ﺑﻮدﻧﺪ. ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﯾﺎﻓﺘﻪﻫﺎ ﻣﯽﺗﻮان در ﺳﯿﺴﺘﻢ آﻣﻮزﺷﯽ دوره اﺑﺘﺪاﯾﯽ از راﻫﺒﺮدﻫﺎي ﻓﺮاﺷﻨﺎﺧﺘﯽ و ﻫﻮش ﻫﯿﺠﺎﻧﯽ ﺑﺮاي ﺑﻬﺒﻮد ﻣﻬﺎرتﻫﺎي ﻧﻮﺷﺘﺎري داﻧﺶ آﻣﻮزان، اﺳﺘﻔﺎده ﮐﺮد.

The purpose of this study was to determine the relationship between metacognitive strategies and emotional intelligence with writing skills of the 6th grade elementary school students in Arak city. Method: This is a descriptive-correlational study in which statistical population of this study in cluded 4185 students of sixth grade elementary school in Arak city in the Year 2019. ampling method was random stratified and the sample size included 351 according to Krejcie and Morgan method. Data were collected using Mokhtari & Reichard' Metacognitive Strategies Questionnaire (2002), Petrides & Farnham's Emotional Intelligence Questionnaire (2006) and Self Made Writting Skills Test. Pearson correlation and regression tests were used to analyze the data. Results: The results of Pearson correlation showed that there was a positive correlation between writing skills with metacognitive strategies (r = 0.42, p <0.01) and with emotional intelligence (r = 0.45, p <0.01). Regression results also showed that emotional intelligence (p = 0.01, β = 0.30) and metacognitive strategies (p <0.01, β = 0.21) were able to predict writing skills. Conclusion: Based on the findings of the study،metacognitive strategies and emotional in telligence can be used in the elementary education to improve the student’s writing skills.