اثربخشی برنامه آموزش مبتنی بر نظریه یادگیری زایشی بر خودنظم‌جویی شناختی، فراشناختی و باورهای انگیزشی

روانشناسی تحولی: روانشناسان ایرانی

مقاله 6، دوره 15، شماره 60، تیر 1398، صفحه 403-418   

نوع مقاله: علمی پژوهشی

نویسندگان

لیلا عروتی موفق¹؛ صغری ابراهیمی قوام^{* 2}؛ اسماعیل سعدی‌پور²؛ علی دلاور³؛ فریبرز درتاج³

¹دانشجوی دکتری روان‎شناسی تربیتی دانشگاه علامه طباطبائی

²دانشیار گروه روان‎شناسی تربیتی دانشگاه علامه طباطبائی

³استاد گروه روان‎شناسی تربیتی دانشگاه علامه طباطبائی

چکیده

هدف این پژوهش تعیین اثربخشی آموزش زایشی مبتنی بر نظریه یادگیری زایشی بر بهبود خودنظم‌جویی شناختی، فراشناختی و باورهای انگیزشی دانش‌آموزان پایه هفتم بود. طرح پژوهش از نوع شبه‌تجربی همراه با پیش‌آزمون‌ـ‌پس‌آزمون و گروه گواه‌ بود. 100 دانش‌آموز با استفاده از روش نمونه‌برداری در دسترس و از میان دانش‌آموزان پایه هفتم همدان انتخاب شدند و به‌طور تصادفی به دو گروه آزمایش (۵۰ دانش‌آموز) و گروه گواه (۵۰ دانش‌آموز)نقسیم شدند.قبل و بعد از اجرای برنامه آموزش زایشی، پرسشنامه راهبردهای انگیزشی برای یادگیری (پینـتریچ و دیگـروت،1990) اجرا شد. برای تحلیل داده‌ها از تحلیل کوواریانس چندمتغیره (مانکووا) استفاده شد. نتایج نشان داد برنامه آموزش زایشی قادر است 44 درصد از تغییرات خودنظم‌جویی شناختی، 32 درصد از تغییرات خودنظم‌جویی فراشناختی و 39 درصد از تغییرات باورهای انگیزشی را تبیین کند. بر اساس این یافته‌ها می‌توان نتیجه گرفت که برنامه آموزش زایشی بر افزایش خودنظم‌جویی شناختی، فراشناختی و باورهای انگیزشی دانش‌آموزان تاثیرگذار است.

کلیدواژه‌ها

آموزش زایشی؛ باورهای انگیزشی؛ خودنظم‌جویی؛ خودنظم‌جویی شناختی؛ خودنظم‌جویی فراشناختی

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