اثربخشي آموزش راهبردهاي شناختي و فراشناختي بر خودكارآمدي و اشتياق تحصيلي دانش آموزان دختر با درماندگي آموخته شده

The Effectiveness of Teaching Cognitive and Metacognitive Strategies on Self-Efficacy and Academic Engagement of Female Students with Learned helplessness

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ اﺛﺮﺑﺨﺸﯽ آﻣﻮزش راﻫﺒﺮدﻫﺎي ﺷﻨﺎﺧﺘﯽ و ﻓﺮاﺷﻨﺎﺧﺘﯽ ﺑﺮ ﺧﻮدﮐﺎرآﻣﺪي و اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﺑﺎ درﻣﺎﻧﺪﮔﯽ آﻣﻮﺧﺘﻪﺷﺪه ﺑﻮد. اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ ﺷﯿﻮه ﻧﯿﻤﻪآزﻣﺎﯾﺸﯽ و ﺑﺎ ﻃﺮح ﭘﯿﺶآزﻣﻮن-ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮔﻮاه اﻧﺠﺎم ﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﺗﻤﺎﻣﯽ داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ ﯾﺎزدﻫﻢ ﻣﺪارس ﺷﻬﺮ ﻣﺮاﻏﻪ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1398-99 ﺑﻪ ﺗﻌﺪاد 581 ﻧﻔﺮ ﺑﻮد ﮐﻪ ﭘﺲ از اﺟﺮاي ﭘﺮﺳﺸﻨﺎﻣﻪ درﻣﺎﻧﺪﮔﯽ آﻣﻮﺧﺘﻪﺷﺪه ﮐﻮﯾﻨﻠﺲ و ﻧﻠﺴﻮن )1988( ﺗﻌﺪاد 136 ﻧﻔﺮ از آﻧﺎن داراي درﻣﺎﻧﺪﮔﯽ آﻣﻮﺧﺘﻪﺷﺪه ﺗﺸﺨﯿﺺ داده ﺷﺪ. ﺑﺮاي ﻧﻤﻮﻧﻪﮔﯿﺮي از روش ﻫﺪﻓﻤﻨﺪ اﺳﺘﻔﺎده ﺷﺪ. ﺑﻨﺎﺑﺮاﯾﻦ ﺗﻌﺪاد 40 ﻧﻔﺮ داوﻃﻠﺐ واﺟﺪ ﺷﺮاﯾﻂ ﺑﻪﺻﻮرت ﺗﺼﺎدﻓﯽ ﺑﻪ 2 ﮔﺮوه )20 ﻧﻔﺮ در ﮔﺮوه آزﻣﺎﯾﺶ و 20 ﻧﻔﺮ در ﮔﺮوه ﮔﻮاه( ﺗﻘﺴﯿﻢ و وارد ﻣﻄﺎﻟﻌﻪ ﺷﺪﻧﺪ. آزﻣﻮدﻧﯽﻫﺎي ﻫﺮ دو ﮔﺮوه، ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ اون و ﻓﺮاﻣﻦ )1988( و اﺷﺘﯿﺎق ﺗﺤﺼﯿﻠﯽ اﺳﮑﺎوﻓﯿﻠﯽ و ﻫﻤﮑﺎران )2002( را در ﻣﺮﺣﻠﻪ ﭘﯿﺶآزﻣﻮن و ﭘﺲآزﻣﻮن ﺗﮑﻤﯿﻞ ﮐﺮدﻧﺪ. ﮔﺮوه آزﻣﺎﯾﺶ ﺑﻪ ﻣﺪت 8 ﺟﻠﺴﻪ ﺗﺤﺖ ﻣﺪاﺧﻠﻪ آﻣﻮزﺷﯽ راﻫﺒﺮدﻫﺎي ﺷﻨﺎﺧﺘﯽ و ﻓﺮاﺷﻨﺎﺧﺘﯽ ﮐﺮﻣﯽ و ﻫﻤﮑﺎران )1393( ﻗﺮار ﮔﺮﻓﺖ. ﺳﻄﺢ ﻣﻌﻨﯽداري ﺑﺮاي ﻫﻤﻪ آزﻣﻮنﻫﺎ 0/05 ﻟﺤﺎظ ﮔﺮدﯾﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد آﻣﻮزش راﻫﺒﺮدﻫﺎي ﺷﻨﺎﺧﺘﯽ و ﻓﺮاﺷﻨﺎﺧﺘﯽ در ﻣﺮﺣﻠﻪ ﭘﺲآزﻣﻮن ﺑﺎﻋﺚ اﻓﺰاﯾﺶ ﻧﻤﺮه ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ )0/001

The aim of this study was to determine the effectiveness of teaching cognitive and metacognitive strategies on self-efficacy and academic engagement of female students with learned helplessness. This research was conducted in a quasi-experimental manner including a pretest-posttest design with a control group. The statistical population of the study included all 11th grade students of Maragheh schools in the academic year of 2019-2020 with a number of..number of 581 people. After the implementation of the Queens and Nelson (1988) learned helplessness questionnaire, 136 of them were diagnosed as learned helplessness. Purposeful method was used for sampling. Therefore, 40 eligible volunteers were randomly divided into 2 groups (20 in the experimental group and 20 in the control group) and entered the study. Subjects in both groups completed the academic self-efficacy questionnaires of Owen and Framan (1988) and the academic motivation of Scavofili et al. (2002) in the pre-test and post-test stages. The experimental group underwent educational intervention on cognitive and metacognitive strategies of Karami et al. (2014) for 8 sessions. Significance level was considered 0.05 for all tests. The results showed that teaching cognitive and metacognitive to the participants in the experimenta group, increased their scores…… of academic self-efficacy (P<0.001) and academic motivation (P<0.001) in the post-test According to the research findings, it can be concluded that students with learned helplessness believe that events are uncontrollable. If they are exposed to the teaching of cognitive andmetacognitive strategies, their self-efficacy and academic motivation will increase