تأثير آموزش راهبردهاي شناختي و فراشناختي يادگيري بر خودناتوان‌سازي تحصيلي و يادگيري خودراهبر دانش‌آموزان كنكوري

The Impact of Cognitive and Meta-Cognitive Learning Strategies on Academic Self-handicapping and Self-directed Learning in Entrance Exam Students

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﺄﺛﯿﺮ آﻣﻮزش راﻫﺒﺮدﻫﺎي ﺷﻨﺎﺧﺘﯽ و ﻓﺮاﺷﻨﺎﺧﺘﯽ ﯾﺎدﮔﯿﺮي ﺑﺮ ﺧﻮدﻧﺎﺗﻮانﺳﺎزي ﺗﺤﺼﯿﻠﯽ و ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ داﻧﺶآﻣﻮزان ﮐﻨﮑﻮري ﺑﻮد. اﯾﻦ ﭘﮋوﻫﺶ از ﻧﻮع ﻣﻄﺎﻟﻌﺎت ﻧﯿﻤﻪ آزﻣﺎﯾﺸﯽ ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن- ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮐﻨﺘﺮل ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ را ﮐﻠﯿﻪ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ دوم ﺷﻬﺮ ﺧﺮمآﺑﺎد ﺗﺸﮑﯿﻞ ﻣﯽدادﻧﺪ ﮐﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1397-98 ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ. ﺗﻌﺪاد 30 داﻧﺶآﻣﻮز ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﭼﻨﺪ ﻣﺮﺣﻠﻪاي وارد ﻧﻤﻮﻧﻪ ﺷﺪ و ﺑﻪ ﻃﻮر ﺗﺼﺎدﻓﯽ در دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل ﻗﺮار ﮔﺮﻓﺘﻨﺪ. داﻧﺶآﻣﻮزان ﮔﺮوه آزﻣﺎﯾﺶ، آﻣﻮزش راﻫﺒﺮدﻫﺎي ﺷﻨﺎﺧﺘﯽ و ﻓﺮاﺷﻨﺎﺧﺘﯽ را ﻃﯽ ﻫﺸﺖ ﺟﻠﺴﻪ درﯾﺎﻓﺖ ﮐﺮدﻧﺪ وﻟﯽ داﻧﺶآﻣﻮزان ﮔﺮوه ﻧﻤﻮﻧﻪ ﻫﯿﭽﮕﻮﻧﻪ آﻣﻮزﺷﯽ درﯾﺎﻓﺖ ﻧﮑﺮدﻧﺪ. ﻗﺒﻞ و ﺑﻌﺪ از آﻣﻮزش ﻫﺮ دو ﮔﺮوه ﻧﻤﻮﻧﻪ ﺑﻪ ﻣﻨﻈﻮر ﭘﯿﺶآزﻣﻮن، ﭘﺲآزﻣﻮن و ﻣﺮﺣﻠﻪ ﭘﯿﮕﯿﺮي ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺧﻮدﻧﺎﺗﻮانﺳﺎزي ﺗﺤﺼﯿﻠﯽ و ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ را ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺑﺴﺘﻪ ﻧﺮماﻓﺰار آﻣﺎري در ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد، آﻣﻮزش راﻫﺒﺮدﻫﺎي ﺷﻨﺎﺧﺘﯽ و ﻓﺮاﺷﻨﺎﺧﺘﯽ ﯾﺎدﮔﯿﺮي ﺑﺎﻋﺚ ﮐﺎﻫﺶ ﻣﻌﻨﺎدار ﺧﻮدﻧﺎﺗﻮانﺳﺎزي ﺗﺤﺼﯿﻠﯽ )0/001=p( و اﻓﺰاﯾﺶ ﻣﻌﻨﺎدار ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ )0/001=p( در داﻧﺶآﻣﻮزان ﻧﻤﻮﻧﻪ ﺷﺪه اﺳﺖ. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﯾﺎﻓﺘﻪﻫﺎ، ﻣﯽﺗﻮان ﺑﺎ آﻣﻮزش راﻫﺒﺮدﻫﺎي ﺷﻨﺎﺧﺘﯽ و ﻓﺮاﺷﻨﺎﺧﺘﯽ ﯾﺎدﮔﯿﺮي ﺑﻪ ﻣﻌﻠﻤﺎن و آﻣﻮزش اﯾﻦ راﻫﺒﺮدﻫﺎ ﺑﻪ داﻧﺶآﻣﻮزان ﺗﻮﺳﻂ ﻣﻌﻠﻤﺎن، ﺑﻪ ﺻﻮرت ﻏﯿﺮﻣﺴﺘﻘﯿﻢ و ﻣﺴﺘﻘﯿﻢ ﺧﻮدﻧﺎﺗﻮانﺳﺎزي ﺗﺤﺼﯿﻠﯽ را در داﻧﺶآﻣﻮزان ﮐﺎﻫﺶ داده و ﯾﺎدﮔﯿﺮي ﺧﻮدراﻫﺒﺮ را اﻓﺰاﯾﺶ داد.

The purpose of this study was to the effect of training Cognitive and Metacognitive Learning Strategies on academic self-handicapping and self-directed learning of Entrance Exam students. This study was a quasi-experimental study with pretest-posttest design with control group. The statistical population of this study consisted of all female high school students of Khorramabad city who were studying in the academic year 2018-2019. Thirty students were selected using multistage cluster sampling and were randomly divided into experimental and control groups. Students in the experimental group received training cognitive and metacognitive strategies training in eight sessions but the students in the sample group did not receive any training. Before and after training, both sample groups completed pre-test, post-test, and follow-up questionnaires for academic self-handicapping and self-directed learning. Data were analyzed by Statistical software package in social sciences. The results showed that training cognitive and meta-cognitive learning strategies significantly reduced academic self-handicapping (p=0/001) and significantly increased self-directed learning (p=0/001) in the sample students. According to the findings, it can indirectly reduce academic self-disability and increase self-directed learning by training cognitive and metacognitive learning strategies to teachers. Also, by training these strategies to students, teachers can also directly reduce analytical disabilities and increase self-directed learning