اثربخشی آموزش سرزندگی تحصیلی بر موفقیت تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان دختر
محورهای موضوعی : روانشناسی تربیتی
اسما فولادی
1
(دانشجوی دکتری گروه روانشناسی، واحد خوراسگان (اصفهان)، دانشگاه آزاد اسلامی، اصفهان، ایران)
محمدباقر کجباف
2
(استاد روانشناسی، گروه روانشناسی، دانشگاه اصفهان، اصفهان، ایران.)
امیر قمرانی
3
(استادیار روانشناسی، گروه روانشناسی، دانشگاه اصفهان، اصفهان، ایران)
کلید واژه: خودکارآمدی تحصیلی, موفقیت تحصیلی, دانش‌آموزان دختر, سرزندگی تحصیلی,
چکیده مقاله :
این پژوهش با هدف بررسی اثربخشی آموزش سرزندگی تحصیلی بر موفقیت تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان دختر انجام شد. جامعه آماری پژوهش حاضر شامل همه دانش‌آموزان دختر پایه سوم دوره اول متوسطه شهر مشهد در سال تحصیلی 95-1394 بودند. در یک طرح نیمه آزمایشی 40 دانش‌آموز به روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب و به طور تصادفی در دو گروه (هر گروه 20 نفر) جایگزین شدند. گروه آزمایش 12 جلسه 70 دقیقه‌ای (دو جلسه در هفته) با روش سرزندگی تحصیلی آموزش دید و گروه کنترل آموزشی دریافت نکرد. هر دو گروه پرسشنامه‌های موفقیت تحصیلی و خودکارآمدی تحصیلی را به عنوان پیش‌آزمون، پس‌آزمون و پیگیری تکمیل کردند. داده‌ها به روش تحلیل واریانس با طرح اندازه‌گیری مکرر و با کمک نرم‌افزار SPSS-21 تحلیل شدند. یافته‌ها نشان داد در مراحل پس‌آزمون و پیگیری بین گروه‌های آزمایش و کنترل در متغیرهای موفقیت تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان دختر تفاوت معناداری وجود داشت. به عبارت دیگر آموزش سرزندگی تحصیلی در مراحل پس‌آزمون و پیگیری باعث افزایش معنادار موفقیت تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان دختر شد (01/0>P).
This research aimed to investigate the effectiveness of academic buoyancy training on academic success and academic self-efficacy of girl students. The statistical population of present research was including all female first-grade high school students of Mashhad city in the academic years 2015-16. In a semi-experimental design 40 student who was selected by multi-step random sampling method and randomly assigned to two groups (each group 20 person). The experimental group 12 sessions of 70 minute (two sessions in a week) educated by academic buoyancy and the control group received no training. Both groups completed the questionnaires of academic success and academic self-efficacy as a pre-test, post-test and follow-up. Data were analyzed by analysis of variance with repeated measure design and with SPSS-21 software. The findings showed there was a significant difference between experimental and control groups on the variables of academic success and academic self-efficacy of girl students in the post-test and follow-up stages. In the other words, the academic buoyancy training led to increase academic success and academic self-efficacy of girl students in the post-test and follow-up stages (P<0/01).
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Bandura, A. (2010). Self-efficacy: in the corsini encyclopedia of psychology. (4th Ed.). Hoboken, New Jersey: John Wiley & Sons, p: 1534.
Bean, J. & Eaton, S. B. (2001). The psychology underlying successful retention practices. Journal of College Student Retention, 3(1), 73-89.
Chiu, Y. L., & Tsai, C. C. (2014). The roles of social factor and internet self-efficacy in nurses' web-based continuing learning. Educational Today, 34(3), 446-450.
Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Journal of Social and Behavioral Sciences, 197, 98-103.
Dehghanizadeh, M. M., & Hossein Chari, M. (2012). Academic buoyancy and perception of family communication patterns: the mediating role of self-efficacy. Journal of Studies in Learning & Instruction, 4(2), 21-47 [In Persian].
Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195.
Duijn, M., Rosenstiel, I. V., Schats, W., Smallenbroek, C. & Dahmen, R. (2011). Vitality and health: a lifestyle programmer for employees. European Journal of Integrative Medicine, 3, 97-10.
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37(4), 97–105.
Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: an inventory scale. Journal of Clearing House, 72(4), 224-30.
Hatamzadeh Arabi, E., Izadi, S., & Hashemi, S. (2015). The comparison of the bilingual and the monolingual students' academic performance and academic self-efficacy in the elementary schools. Research in Curriculum Planning, 2(17), 63-75 [In Persian].
Hosseini Tabatabaee, F., & Ghadimi Moghaddam, M. M. An investigation on causes of academic achievement in girls versus boys in Khorasan's provinces (Northren, Southren and Razavi). Research in Curriculum Planning, 1(15), 119-147 [In Persian].
Karahoca, D., Karahoca, A., Karaoglu, A., Gulluoglu, B., & Arifoglu, E. (2010). Evaluation of web based learning on student achievement and achievement motivation in primary school computer courses. Journal of Social and Behavioral Sciences, 2, 5813-5819.
Lester, J., Leonard, J. B., & Mathias, D. (2013). Transfer student engagement: Blurring of social and academic engagement. Community College Review, 41(3), 202-222.
Linnebrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Regarding and Writing Quarterly: Overcoming Learning Difficulties, 19 (2), 119-137.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: towards a further understanding of students with attention deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1), 86-107.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.
Mikaeeli, N., Afrooz, G. A., & Gholizadeh, L. (2013). The relationship of self-concept and academic burnout with academic performance of girl students. Journal of School Psychology, 1(4), 90-103 [In Persian].
Moradi, M., Dehghanizadeh, M. M., & Soleimani Khoshab, A. (2015). Perceived social support and academic buoyancy: the mediating role of academic self-efficacy beliefs. Journal of Studies in Learning & Instruction, 7(1), 1-24. [In Persian]
Ozer, E. A., & Akgun, O. E. (2015). The effects of irrational beliefs on academic motivation and academic self-efficacy of candidate teachers of computer and instructional technologies education department. Journal of Social and Behavioral Sciences, 197, 1287-1292.
Phan, H. P., & Ngu, B. H. (2014). An empirical analysis of students’ learning and achievements: a motivational approach. Educational Journal, 3(4), 203-216.
Pourabdol, S., Sobhi-Gharamaleki, N., & Abbasi, M. (2015). A comparison of academic procrastination and academic vitality in students with and without specific learning disorder. Journal of Learning Disabilities, 4(3), 22-38. [In Persian]
Putwain, D. V., Connors, L., Symes, W., & Douglas-Osborn, E. (2011). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping, 3, 1-10.
Putwain, D. W., & Daly, A. L. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27, 157-162.
Ramdass, D., & Zimmerman, B. L. (2008). Effects of self-correction strategy training on middle school student's self-efficacy, self-evaluation and mathematics division learning. Journal of Advance Academic, 20(1), 18-41.
Reisy, J., Dehghani, M., Javanmard, A., Shojaei, M., & Monfared Naeimian, P. (2014). Analysis of the mediating effect of academic buoyancy on the relationship between family communication pattern and academic buoyancy. Journal of Educational and Management Studies, 4(1), 64-70.
Salehi, R. (2013). Developing a theoretical model of academic counseling based on the effective factors on academic success. Ph.D. Thesis of Academic-Vocational Counseling, Faculty of Educational Sciences and Psychology, Isfahan University [In Persian].
Sarah, M., Paul, C., & Lisa, K. M. (2013). Well-being, academic buoyancy and educational achievement in primary school student. International Journal of Educational Research, 62, 239-248.
Saricam, H. (2015). Mediating role of self -efficacy on the relationship between subjective vitality and school burnout in Turkish adolescents. International Journal of Educational Research, 6(1), 1-12.
Solberg, P. A., Hopkins, W.G., Ommundsen, Y., & Halvari, H. (2012). Effects of three training types on vitality among older adults: A self-determination theory perspective. Psychology of Sport and Exercise, 13, 407-417.
Victoriano, J. (2016). An investigation of the generalizability of buoyancy from academics to athletics. MA Thesis, Agricultural and Mechanical College: Louisiana State University, p: 18.
Yangin Ersanl, C. (2015). The relationship between students’ academic self-efficacy and language learning motivation: a study of 8th graders. Journal of Social and behavioral Science, 199, 472-478.
_||_Bandura, A. (2010). Self-efficacy: in the corsini encyclopedia of psychology. (4th Ed.). Hoboken, New Jersey: John Wiley & Sons, p: 1534.
Bean, J. & Eaton, S. B. (2001). The psychology underlying successful retention practices. Journal of College Student Retention, 3(1), 73-89.
Chiu, Y. L., & Tsai, C. C. (2014). The roles of social factor and internet self-efficacy in nurses' web-based continuing learning. Educational Today, 34(3), 446-450.
Comerford, J., Batteson, T., & Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Journal of Social and Behavioral Sciences, 197, 98-103.
Dehghanizadeh, M. M., & Hossein Chari, M. (2012). Academic buoyancy and perception of family communication patterns: the mediating role of self-efficacy. Journal of Studies in Learning & Instruction, 4(2), 21-47 [In Persian].
Diseth, A. (2011). Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learning and Individual Differences, 21(2), 191-195.
Duijn, M., Rosenstiel, I. V., Schats, W., Smallenbroek, C. & Dahmen, R. (2011). Vitality and health: a lifestyle programmer for employees. European Journal of Integrative Medicine, 3, 97-10.
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37(4), 97–105.
Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: an inventory scale. Journal of Clearing House, 72(4), 224-30.
Hatamzadeh Arabi, E., Izadi, S., & Hashemi, S. (2015). The comparison of the bilingual and the monolingual students' academic performance and academic self-efficacy in the elementary schools. Research in Curriculum Planning, 2(17), 63-75 [In Persian].
Hosseini Tabatabaee, F., & Ghadimi Moghaddam, M. M. An investigation on causes of academic achievement in girls versus boys in Khorasan's provinces (Northren, Southren and Razavi). Research in Curriculum Planning, 1(15), 119-147 [In Persian].
Karahoca, D., Karahoca, A., Karaoglu, A., Gulluoglu, B., & Arifoglu, E. (2010). Evaluation of web based learning on student achievement and achievement motivation in primary school computer courses. Journal of Social and Behavioral Sciences, 2, 5813-5819.
Lester, J., Leonard, J. B., & Mathias, D. (2013). Transfer student engagement: Blurring of social and academic engagement. Community College Review, 41(3), 202-222.
Linnebrink, E. A., & Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Regarding and Writing Quarterly: Overcoming Learning Difficulties, 19 (2), 119-137.
Martin, A. J. (2014). Academic buoyancy and academic outcomes: towards a further understanding of students with attention deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84(1), 86-107.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.
Mikaeeli, N., Afrooz, G. A., & Gholizadeh, L. (2013). The relationship of self-concept and academic burnout with academic performance of girl students. Journal of School Psychology, 1(4), 90-103 [In Persian].
Moradi, M., Dehghanizadeh, M. M., & Soleimani Khoshab, A. (2015). Perceived social support and academic buoyancy: the mediating role of academic self-efficacy beliefs. Journal of Studies in Learning & Instruction, 7(1), 1-24. [In Persian]
Ozer, E. A., & Akgun, O. E. (2015). The effects of irrational beliefs on academic motivation and academic self-efficacy of candidate teachers of computer and instructional technologies education department. Journal of Social and Behavioral Sciences, 197, 1287-1292.
Phan, H. P., & Ngu, B. H. (2014). An empirical analysis of students’ learning and achievements: a motivational approach. Educational Journal, 3(4), 203-216.
Pourabdol, S., Sobhi-Gharamaleki, N., & Abbasi, M. (2015). A comparison of academic procrastination and academic vitality in students with and without specific learning disorder. Journal of Learning Disabilities, 4(3), 22-38. [In Persian]
Putwain, D. V., Connors, L., Symes, W., & Douglas-Osborn, E. (2011). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress and Coping, 3, 1-10.
Putwain, D. W., & Daly, A. L. (2013). Do clusters of test anxiety and academic buoyancy differentially predict academic performance? Learning and Individual Differences, 27, 157-162.
Ramdass, D., & Zimmerman, B. L. (2008). Effects of self-correction strategy training on middle school student's self-efficacy, self-evaluation and mathematics division learning. Journal of Advance Academic, 20(1), 18-41.
Reisy, J., Dehghani, M., Javanmard, A., Shojaei, M., & Monfared Naeimian, P. (2014). Analysis of the mediating effect of academic buoyancy on the relationship between family communication pattern and academic buoyancy. Journal of Educational and Management Studies, 4(1), 64-70.
Salehi, R. (2013). Developing a theoretical model of academic counseling based on the effective factors on academic success. Ph.D. Thesis of Academic-Vocational Counseling, Faculty of Educational Sciences and Psychology, Isfahan University [In Persian].
Sarah, M., Paul, C., & Lisa, K. M. (2013). Well-being, academic buoyancy and educational achievement in primary school student. International Journal of Educational Research, 62, 239-248.
Saricam, H. (2015). Mediating role of self -efficacy on the relationship between subjective vitality and school burnout in Turkish adolescents. International Journal of Educational Research, 6(1), 1-12.
Solberg, P. A., Hopkins, W.G., Ommundsen, Y., & Halvari, H. (2012). Effects of three training types on vitality among older adults: A self-determination theory perspective. Psychology of Sport and Exercise, 13, 407-417.
Victoriano, J. (2016). An investigation of the generalizability of buoyancy from academics to athletics. MA Thesis, Agricultural and Mechanical College: Louisiana State University, p: 18.
Yangin Ersanl, C. (2015). The relationship between students’ academic self-efficacy and language learning motivation: a study of 8th graders. Journal of Social and behavioral Science, 199, 472-478.
