مقایسه اثربخشی آموزش راهبردهای خودتنظیمی انگیزش و مهارت های ارتباطی بر خودکارآمدی تحصیلی دانش آموزان استعدادهای درخشان تبریز

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 استاد، گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

3 استادیار، گروه روانشناسی تربیتی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

چکیده

مقدمه و اهداف
خودکارآمدی تحصیلی دلالت بر باور یک فرد به توانایی­هایش در دستیابی به اهداف و فعالیت­های آموزشی دارد که شکل ­گیری آن متأثر از عوامل مختلفی است. هدف از انجام پژوهش حاضر مقایسه اثربخشی آموزش راهبردهای خودتنظیمی انگیزش و مهارت­ های ارتباطی بر خودکارآمدی تحصیلی دانش­ آموزان دختر استعدادهای درخشان شهر تبریز بود.
مواد و روش ­ها
روش پژوهش حاضر از نوع نیمه ­آزمایشی با طرح پیش­آزمون، پس­آزمون با گروه کنترل بود. آزمودنی­ های پژوهش شامل 90 نفر از دانش­ آموزان پایه سوم دبیرستان­ های دخترانه استعدادهای درخشان ناحیه 4 و 1 تبریز در سال تحصیلی 95-96 بودند که به روش تصادفی خوشه ­ای انتخاب شدند و به طور تصادفی در هر یک از گروه های دوگانه آزمایشی و کنترل قرار گرفتند. گروه اول یک دوره آموزش راهبردهای خودتنظیمی انگیزش را در 10 جلسه دریافت و گروه دوم 10 جلسه آموزش مهارت­های ارتباطی را طی کرد و گروه سوم (کنترل) نیز هم­زمان به برنامه ­های عادی کلاسی خود ادامه داد. ابزار استفاده ­شده شامل پرسشنامه خودکارآمدی تحصیلی برتولد بود.
یافته­ ها
یافته­ ها با استفاده از روش تحلیل کواریانس تک ­متغیره نشان داد که راهبردهای خودتنظیمی انگیزش و مهارت ­های ارتباطی بر خودکارآمدی تحصیلی اثر متفاوت داشته و روش راهبردهای خودتنظیمی انگیزش در افزایش خودکارآمدی تحصیلی اثربخش­تر است (0/05>p).
نتیجه­ گیری
به نظر می­رسد برنامه­ ریزی برای مداخلات مؤثر در زمینه ارتقای خودکارآمدی تحصیلی دانش­آموزان دختر برای پیشرفت تحصیلی بهتر, از ضرورت بالایی برخوردار باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effectiveness Comparison of Teaching Self-Regulatory Strategies of Motivation and Communication Skills on the Academic self-efficacy of Tabriz Talented Students

نویسندگان [English]

  • Shahram Pourhossein Mollayousefi 1
  • Davood Hosseininasab 2
  • Amir Panahali 3
1 Department of Educational Sciences, Tabriz branch, Islamic Azad University, Tabriz, Iran
2 PhD, Professor, Department of Educational Sciences, Tabriz branch, Islamic Azad University, Tabriz, Iran
3 PhD, Assistant Professor, Department of Educational Sciences, Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Background and Aims: Educational self-efficacy implies one's belief in his abilities in achieving educational goals and activities, and is influenced by several factors. The purpose of the present study was to compare the effectiveness of teaching self-regulation strategies of motivation and communication skills on academic self-efficacy of female Tabriz talented students.
Materials and Methods: In the current quasi-experimental study with pre-test, post-test, and control groups, a total of 90 female high school third grade students in regions 1 and 4 of Tabriz in 2016-2017 were selected using cluster random sampling and were randomly assigned to experimental and control groups. The first group received a training course on motivational self-regulation strategies in 10 sessions, the second group received 10 sessions of communication skills training, and the third group (control) continued its regular classroom programs. A self-efficacy questionnaire was used for data collection.
Results: Data analysis, using single-variable covariance, showed that self-regulation of motivation and communication skills had different effects on academic self-efficacy, and self-regulating strategies of motivation were more effective on academic self-efficacy.
Conclusion: According to the results, it seems that planning effective interventions to promote academic self-efficacy is imperative for female students.

کلیدواژه‌ها [English]

  • Self-regulating strategies of motivation
  • Communication skills
  • Self-efficacy
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