مقایسه اثر بخشی آموزش گروهی روانشناسی مثبت‌گرا و آموزش گروهی فراشناخت بر انگیزه پیشرفت تحصیلی دانش‌آموزان دختر قرنطینه شده با خانواده
الموضوعات :
فریبا نریمانی
1
(دانشجوی دکتری، گروه روانشناسی تربیتی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاداسلامی، تبریز، ایران.)
معصومه آزموده
2
(استادیار، گروه روانشناسی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران (نویسنده مسئول) mas_azemod@yahoo.com)
شعله لیوارجانی
3
(استادیار، گروه روانشناسی تربیتی، دانشکده علوم انسانی و تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران.)
جواد مصرآبادی
4
(استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.)
تاريخ الإرسال : 18 الثلاثاء , رمضان, 1443
تاريخ التأكيد : 24 السبت , ذو الحجة, 1443
تاريخ الإصدار : 07 الأربعاء , صفر, 1445
الکلمات المفتاحية:
فراشناخت,
انگیزه پیشرفت تحصیلی,
روانشناسی مثبت‌گرا,
قرنطینه,
ملخص المقالة :
این پژوهش با هدف بررسی مقایسه اثربخشی آموزش گروهی روانشناسی مثبت‌گرا و آموزش گروهی فراشناخت بر میزان انگیزه پیشرفت تحصیلی دانش‌آموزان دختر دوره دوم متوسطه ناحیه یک تبریز انجام شد. روش پژوهش حاضر، نیمه آزمایشی و به صورت طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانش‌آموزان دختر دوره دوم آموزش و پرورش ناحیه یک تبریز در سال تحصیلی 1400-1399 بود. مجموعاً 90 نفر دانش آموز با روش نمونه‌گیری تصادفی خوشه ای چند مرحله‌ای انتخاب و به طور تصادفی در سه گروه مساوی جایگزین شدند. گروه آزمایش آموزش فراشناخت، به شکل ترکیبی بسته آموزشی ولز و رابینیا را در هشت جلسه 90 دقیقه‌ای گروهی به صورت هفتگی و گروه آزمایش روانشناسی مثبت‌گرا، بسته ترکیبی چراغیان (1393) و بسته آموزشی (AFMAS) را در 9 جلسه 90 دقیقه‌ای گروهی به صورت هفتگی دریافت کردند. گروه کنترل هیچ مداخله‌ای دریافت نکرد. هر سه گروه در دو مرحله پیش آزمون، پس آزمون با پرسشنامه انگیزه پیشرفت هرمنس (1970) مورد ارزیابی قرار گرفتند. در نهایت داده ها با استفاده از روش آماری کوواریانس تک راهه ANCOVA تحلیل شد. یافته‌ها نشان دادند که آموزش گروهی روانشناسی مثبت‌گرا (P<0/05) و آموزش گروهی فراشناخت (05/0>P) هر دو بر میزان انگیزه پیشرفت تحصیلی دانش‌آموزان موثر بودند و در میزان تاثیر بین دو آموزش تفاوت معنی داری مشاهده نشد. بنابراین نتیجه‌گیری شد هر دو آموزش مثبت گرا و فراشناخت موجب افزایش انگیزه پیشرفت تحصیلی دانش‌آموزان شدند.
المصادر:
Abedini, Y., & Zarei, M.H. (2020). A systematic Review: the structural models of the relationship between achievement goals, cognitive and meta- cognitive strategies and Academic achievement, teaching and learning research. 15(2), P.p: 1-15.
Aghasi, L. (2020). Development of metacognitive skills training package for gifted preschool children, Master Thesis, Faculty of Educational Sciences and Psychology, University of Isfahan.
Akbari, B. (2007). Validity and reliability of Hermans’ Progress Motivation Scale on high school students in Guilan province, Research in Curriculum Planning (knowledge and research in educational sciences - curriculum planning). 21(16), P.p: 73-96.
Algoe, S. B., Haidt, J., & Gable, S. L. (2008).Beyond reciprocity: Gratitude and relationships in everyday life.Emotion, 8,425.
Bakadorova, O., Hoferichter, F., & Raufelder, D. (2020). Similar but different: social relations and achievement motivation in adolescent students from Monteal and Moscow. Compare: A Journal of comparative and international Education. 50(6), P.p: 904- 921.
Berke, L. (2021). Development Through the Lifespan. Volume II. Translation: Seyed Mohammadi, Yahya. Tehran: Arasbaran Publication.
Biranvand, J. and Shokri, S. (2021). The Relationship between Metacognition and Psychological Well-Being and the Motivation of Progress of Secondary School Students in District Two of Khorramabad, Journal of New Advances in Psychology, Educational Sciences, and Education. (36), P.p: 54-64.
Cheraghian, M. (2015). Evaluation of the effectiveness of positivity education on increasing the sense of belonging to school and relationships with others among high school students in Tehran. Master Thesis in Counseling and Guidance, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran (In Persian).
Elis, W.E., Dumas, T.M., & Forbes, L.M. (2020). Physically isolated but socially connected: Psychological adjustment and stress among adolescents during the initial COVID-19 Crisis, Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement. 52(3), P.p:177.
Fanggidae, M.Y & Radja, D.M. (2020). The Effect of teacher. Social support on student achievement motivation. Ciencias: Journal penelitian, Dan pengembangan pendidikan 3(1), 43-50.
Fazeli Kobria, M., Hassanzadeh, R., Mirzaeian, B., & Khajvand Khoshli, A. (2019). The effectiveness of positivist psychology education with Islamic approach on the psychological capital of cardiovascular patients. Journal of Religion and Health. 7 (1), P.p: 39-48.
Ghahreman Lou, H., Khorami, M. & Namvar, M. (2020). Comparison of the effectiveness of mindfulness and metacognition training on the variables of achievement motivation and academic hope of talented school students, Fifth International Conference on Innovation and Research in Educational Sciences, Management and Psychology, Tehran, HTTPS: // Civilica. Com / Doc / 1042454.
Hejazi, E. (2020). Educational Psychology in the Third Millennium. Tehran: University of Tehran.
Hendriks, T., Dijkstra Marijke, S., Graafsma, T., Bohlmeijer, E & De Jony, J. (2021). Positive Emotions as a potential Mediator of a Multi- component positive psychology intervention Aimed at Increasing Mental well-Beung and Resilience. International Journal of Applied Positive psychology. 6, P.p:1-21.
Hosseini Ardakani, A. (2020). The effectiveness of positive psychology on achievement motivation and self-efficacy in dormitory students. Journal of Psychology New Ideas. 4(8), P.p:1-12.
Joseph, S. (2019). Applied Positive Psychology, V.1, Translation: Khamseh, Akram. Tehran: Arjmand Publication.
Khazaei, Z. (2021). Predicting perceived stress and motivation of students 'academic achievement based on parents' emotional atmosphere mediated by a sense of cohesion during Covid019 pandemic. Master Thesis, Faculty of Psychology, Payame Noor University, South Tehran Branch.
Korman, A. (2020). Industrial and Organizational Psychology. Translation: Shokrkon, Hussein. Tehran: Roshd Publication.
Kulakow, S. (2020). Academic self- concept and achievement motivation among adolescent students in different learning environments: Does competence - support matter? Learning and Motivation. 70, P.p: 101632.
Magyar-Moe, J. L. (2019). Positive Psychological Interventions. Translation: Barati Sadeh, Farid. Tehran: Roshd Publication.
Martin, A. (2020). Workbook, Motivation, and Adherence. Translation: Pour-Agha Rudbordeh, F. & Sotoudeh Navroudi, S.O. Tehran: Arjmand Publication.
Mohammadi, H., Salmabadi, M., & Mahdavi Fard, A. (2019). An investigation of the role of parents 'literacy on students' academic achievement and mental health. Journal of New Developments in Behavioral Sciences. 4(32), P.p: 25-39.
Montazemi Bastam, M. (2021). The effect of intervention based on a positive psychology approach on reducing the internalized problems of children of divorced families. Master Thesis, Faculty of Psychology, Payame Noor University, Center of Tabriz.
Moses- Payne, M., Habicht, J., Bowler, A., Steinbeis, N., & Hauser, T. (2021). I know better! Emerging metacognition allows adolescents to ignore false advice. Developmental Science 24(5), P.p: e13101.
Mwangi, W.L., Mukolwe, N., & Maithya, P. (2020). Relationship between selected home environment and academic achievement motivation among pupils with hearing impairment. International Journal of Education and Research 8 (6), P.p: 131- 138.
Nasiri Takami, G., Najafi, M., & Tale Pasand, S. (2020). Comparison of the effectiveness of positivist psychotherapy and group cognitive-behavioral therapy on the psychological capital of adolescents with depressive symptoms. Journal of Positive Psychology. 6 (2, 32), P.p: 79-98
Noeei, Sh., Khayyer, M., Kazemi, S & Shegefti Sohrabi, N. (2020). Relationship between school climate and Achievement Motivation. In high school students, Iranian Evolutionary and Educational psychology Journal. 2(4), P.p: 294- 300.
Nouri Ardi, A. (2020). The effect of teacher metacognitive teaching on increasing the depth of learning and motivation for progress in students. Master Thesis, Faculty of Psychology, Islamic Azad University, Ardabil Branch.
Osonwa, O. K., Adejob, A. O., Iyam, M. A.,& Osonwa, R. H. (2013). Economic status of parents: A determinant on academic performance of senior secondary schools students in Ibadan, Nigeria. Journal of Educational and Social Research, 3 (1), 115-122.
Perfect, T. & Schwartz, B.L. (2018). Applied metacognition. Translation: Azad Sefat, Seyed Nader and Karshki, Hossein (2002). Tehran: Arjmand Book.
Pintrich P,& Shonk D. (2008). Motivation in education. Tehran: Elm
Pradhan, S., & Das, P. (2021). Influence of metcognition on Academic achievement and learning style of undergraduate students in Tezpur University, European Journal of educational research. 10(1), P.p: 381- 391.
Pratiwi, M. (2020). Student Tutoring, facilitator and explaining models: A problem solving metacognition towards learning achievements of informatics students. Journal of educational sciences. 4(2), P.p: 368- 379.
Rajaei, M. (2021). Evaluation of the effectiveness of positivist psychology education on psychological well-being and academic achievement of adolescent female high school students in Abadeh. Master Thesis, Faculty of Psychology, Payame Noor University of Gonabad.
Seif, A.A. (2021). Modern Educational Psychology: Psychology of Learning and Teaching. Tehran: Doran Publication.
Solo, B. (2020). Motivated Students. Translation: Jamshidi, Shiva. Tehran: Arjmand Publication.
Stallard, P. (2020). A cognitive behavior therapy workbook for children and young people. Translation: Alizadeh, Hamid. Rouhi, Alireza and Goodarzi, Ali Mohammad. Tehran: Danjeh Publication.
Sternberg, R. (2020). Cognitive Psychology, Translation: Kharazi, Seyed Kamal and Hejazi, Elahe, Tehran: Samt Publication. Release date in the original language 2006.
Talebi, M. (2021). An investigation of the effect of education through modern teaching methods, learning based on positive psychology on the academic achievement of primary school male students in Nehbandan. 10th International Conference on Psychology, Counseling and Educational Sciences, https://Civilica.Com/Doc/1325489.
Thanudca, S. (2021). The comparisons of effects of the cooperative learning model using metacogintive moves and traditional instruction on the science for quality- of- life subject for enhancing the …, kasetsart Journal of social sciences. 42(4), P.p: 894- 903.
Usher, E. L., & Pajares, F. (2008). Sources of Self-Efficacy In School: Critical Review of the Literature And Future Review of Educational Research,78, 4.751-796.
Valleh, M. (2020). The Importance of the Role of Education in Youth Success, First National Conference on Applied Research in Education Processes, https://Civilica.Com/Doc/1116523.
Vitae, T. (2010). Meta cognition is the awareness and control of one's own cognition. University of Maryland, Baltimore County, and Baltimore, MD, USA.
Wells, A. (2017). Cognitive Therapy of Anxiety Disorders: A Practice. Manual and Conceptual Guide, Translation: Mohammad Khani, Shahram. Tehran: Ibn Sina Publication.
_||_
Abedini, Y., & Zarei, M.H. (2020). A systematic Review: the structural models of the relationship between achievement goals, cognitive and meta- cognitive strategies and Academic achievement, teaching and learning research. 15(2), P.p: 1-15.
Aghasi, L. (2020). Development of metacognitive skills training package for gifted preschool children, Master Thesis, Faculty of Educational Sciences and Psychology, University of Isfahan.
Akbari, B. (2007). Validity and reliability of Hermans’ Progress Motivation Scale on high school students in Guilan province, Research in Curriculum Planning (knowledge and research in educational sciences - curriculum planning). 21(16), P.p: 73-96.
Algoe, S. B., Haidt, J., & Gable, S. L. (2008).Beyond reciprocity: Gratitude and relationships in everyday life.Emotion, 8,425.
Bakadorova, O., Hoferichter, F., & Raufelder, D. (2020). Similar but different: social relations and achievement motivation in adolescent students from Monteal and Moscow. Compare: A Journal of comparative and international Education. 50(6), P.p: 904- 921.
Berke, L. (2021). Development Through the Lifespan. Volume II. Translation: Seyed Mohammadi, Yahya. Tehran: Arasbaran Publication.
Biranvand, J. and Shokri, S. (2021). The Relationship between Metacognition and Psychological Well-Being and the Motivation of Progress of Secondary School Students in District Two of Khorramabad, Journal of New Advances in Psychology, Educational Sciences, and Education. (36), P.p: 54-64.
Cheraghian, M. (2015). Evaluation of the effectiveness of positivity education on increasing the sense of belonging to school and relationships with others among high school students in Tehran. Master Thesis in Counseling and Guidance, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran (In Persian).
Elis, W.E., Dumas, T.M., & Forbes, L.M. (2020). Physically isolated but socially connected: Psychological adjustment and stress among adolescents during the initial COVID-19 Crisis, Canadian Journal of Behavioural Science/Revue Canadienne des Sciences du Comportement. 52(3), P.p:177.
Fanggidae, M.Y & Radja, D.M. (2020). The Effect of teacher. Social support on student achievement motivation. Ciencias: Journal penelitian, Dan pengembangan pendidikan 3(1), 43-50.
Fazeli Kobria, M., Hassanzadeh, R., Mirzaeian, B., & Khajvand Khoshli, A. (2019). The effectiveness of positivist psychology education with Islamic approach on the psychological capital of cardiovascular patients. Journal of Religion and Health. 7 (1), P.p: 39-48.
Ghahreman Lou, H., Khorami, M. & Namvar, M. (2020). Comparison of the effectiveness of mindfulness and metacognition training on the variables of achievement motivation and academic hope of talented school students, Fifth International Conference on Innovation and Research in Educational Sciences, Management and Psychology, Tehran, HTTPS: // Civilica. Com / Doc / 1042454.
Hejazi, E. (2020). Educational Psychology in the Third Millennium. Tehran: University of Tehran.
Hendriks, T., Dijkstra Marijke, S., Graafsma, T., Bohlmeijer, E & De Jony, J. (2021). Positive Emotions as a potential Mediator of a Multi- component positive psychology intervention Aimed at Increasing Mental well-Beung and Resilience. International Journal of Applied Positive psychology. 6, P.p:1-21.
Hosseini Ardakani, A. (2020). The effectiveness of positive psychology on achievement motivation and self-efficacy in dormitory students. Journal of Psychology New Ideas. 4(8), P.p:1-12.
Joseph, S. (2019). Applied Positive Psychology, V.1, Translation: Khamseh, Akram. Tehran: Arjmand Publication.
Khazaei, Z. (2021). Predicting perceived stress and motivation of students 'academic achievement based on parents' emotional atmosphere mediated by a sense of cohesion during Covid019 pandemic. Master Thesis, Faculty of Psychology, Payame Noor University, South Tehran Branch.
Korman, A. (2020). Industrial and Organizational Psychology. Translation: Shokrkon, Hussein. Tehran: Roshd Publication.
Kulakow, S. (2020). Academic self- concept and achievement motivation among adolescent students in different learning environments: Does competence - support matter? Learning and Motivation. 70, P.p: 101632.
Magyar-Moe, J. L. (2019). Positive Psychological Interventions. Translation: Barati Sadeh, Farid. Tehran: Roshd Publication.
Martin, A. (2020). Workbook, Motivation, and Adherence. Translation: Pour-Agha Rudbordeh, F. & Sotoudeh Navroudi, S.O. Tehran: Arjmand Publication.
Mohammadi, H., Salmabadi, M., & Mahdavi Fard, A. (2019). An investigation of the role of parents 'literacy on students' academic achievement and mental health. Journal of New Developments in Behavioral Sciences. 4(32), P.p: 25-39.
Montazemi Bastam, M. (2021). The effect of intervention based on a positive psychology approach on reducing the internalized problems of children of divorced families. Master Thesis, Faculty of Psychology, Payame Noor University, Center of Tabriz.
Moses- Payne, M., Habicht, J., Bowler, A., Steinbeis, N., & Hauser, T. (2021). I know better! Emerging metacognition allows adolescents to ignore false advice. Developmental Science 24(5), P.p: e13101.
Mwangi, W.L., Mukolwe, N., & Maithya, P. (2020). Relationship between selected home environment and academic achievement motivation among pupils with hearing impairment. International Journal of Education and Research 8 (6), P.p: 131- 138.
Nasiri Takami, G., Najafi, M., & Tale Pasand, S. (2020). Comparison of the effectiveness of positivist psychotherapy and group cognitive-behavioral therapy on the psychological capital of adolescents with depressive symptoms. Journal of Positive Psychology. 6 (2, 32), P.p: 79-98
Noeei, Sh., Khayyer, M., Kazemi, S & Shegefti Sohrabi, N. (2020). Relationship between school climate and Achievement Motivation. In high school students, Iranian Evolutionary and Educational psychology Journal. 2(4), P.p: 294- 300.
Nouri Ardi, A. (2020). The effect of teacher metacognitive teaching on increasing the depth of learning and motivation for progress in students. Master Thesis, Faculty of Psychology, Islamic Azad University, Ardabil Branch.
Osonwa, O. K., Adejob, A. O., Iyam, M. A.,& Osonwa, R. H. (2013). Economic status of parents: A determinant on academic performance of senior secondary schools students in Ibadan, Nigeria. Journal of Educational and Social Research, 3 (1), 115-122.
Perfect, T. & Schwartz, B.L. (2018). Applied metacognition. Translation: Azad Sefat, Seyed Nader and Karshki, Hossein (2002). Tehran: Arjmand Book.
Pintrich P,& Shonk D. (2008). Motivation in education. Tehran: Elm
Pradhan, S., & Das, P. (2021). Influence of metcognition on Academic achievement and learning style of undergraduate students in Tezpur University, European Journal of educational research. 10(1), P.p: 381- 391.
Pratiwi, M. (2020). Student Tutoring, facilitator and explaining models: A problem solving metacognition towards learning achievements of informatics students. Journal of educational sciences. 4(2), P.p: 368- 379.
Rajaei, M. (2021). Evaluation of the effectiveness of positivist psychology education on psychological well-being and academic achievement of adolescent female high school students in Abadeh. Master Thesis, Faculty of Psychology, Payame Noor University of Gonabad.
Seif, A.A. (2021). Modern Educational Psychology: Psychology of Learning and Teaching. Tehran: Doran Publication.
Solo, B. (2020). Motivated Students. Translation: Jamshidi, Shiva. Tehran: Arjmand Publication.
Stallard, P. (2020). A cognitive behavior therapy workbook for children and young people. Translation: Alizadeh, Hamid. Rouhi, Alireza and Goodarzi, Ali Mohammad. Tehran: Danjeh Publication.
Sternberg, R. (2020). Cognitive Psychology, Translation: Kharazi, Seyed Kamal and Hejazi, Elahe, Tehran: Samt Publication. Release date in the original language 2006.
Talebi, M. (2021). An investigation of the effect of education through modern teaching methods, learning based on positive psychology on the academic achievement of primary school male students in Nehbandan. 10th International Conference on Psychology, Counseling and Educational Sciences, https://Civilica.Com/Doc/1325489.
Thanudca, S. (2021). The comparisons of effects of the cooperative learning model using metacogintive moves and traditional instruction on the science for quality- of- life subject for enhancing the …, kasetsart Journal of social sciences. 42(4), P.p: 894- 903.
Usher, E. L., & Pajares, F. (2008). Sources of Self-Efficacy In School: Critical Review of the Literature And Future Review of Educational Research,78, 4.751-796.
Valleh, M. (2020). The Importance of the Role of Education in Youth Success, First National Conference on Applied Research in Education Processes, https://Civilica.Com/Doc/1116523.
Vitae, T. (2010). Meta cognition is the awareness and control of one's own cognition. University of Maryland, Baltimore County, and Baltimore, MD, USA.
Wells, A. (2017). Cognitive Therapy of Anxiety Disorders: A Practice. Manual and Conceptual Guide, Translation: Mohammad Khani, Shahram. Tehran: Ibn Sina Publication.
