Rooyesh-e-Ravanshenasi Journal(RRJ)
رویش روان شناسی
Rooyesh
Literature & Humanities
http://frooyesh.ir
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2383-353X
2383-353X
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3/18/67772
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jalali
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2022
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اثربخشی آموزش راهبردهای خودتنظیمی بر مولفه های ادراک شایستگی و تعللورزی تحصیلی دانش آموزان دختر
The Effectiveness of Self-regulation Skills in Dimensions of Perceived Competence and Academic Procrastination among Female Students
روانشناسی تربیتی
Educational Psychology
پژوهشي
Research
<span style="font-size:11pt"><span style="text-justify:inter-ideograph"><span style="line-height:115%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:Calibri,sans-serif"><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پژوهش حاضر با هدف تعیین</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">اثربخشی راهبردهای خودتنظیمی بر مؤلفه­های ادراک شایستگی و تعللورزی تحصیلی دانش­آموزان دختر صورت گرفت. </span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">این</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">پژوهش </span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نیمه</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آزمایشی</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بار طرح پیش</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آزمون - پس</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آزمون</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">با</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">گروه</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">کنترل</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بود. جامعه پژوهش دانش­آموزان دختر دوره دوم متوسطه ناحیه دو تبریز در سال تحصیلی 1400-1399 بود که با</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">استفاده</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">از نمره برش ادراک شایستگی و </span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تعلل­ورزی، بطور­ هدفمند، 30 نفر انتخاب و به تصادف در گروه آزمایش و گواه (15 نفر در هر گروه) جایگزین شدند.</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">گروه</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آزمایش در 8 هفته متوالی در جلسات آموزشی 90 دقیقه ای، راهبردهای خودتنظیمی را</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">دریافت کرد، اما گروه گواه هیچ گونه آموزشی دریافت ننمود. هر دو گروه، در دو مرحله پیش­آزمون و پس­آزمون با استفاده از مقیاس ادراک شایستگی هارتر (1982، </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">PCS</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) و </span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تعلل­ورزی سواری (1390، </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">APS</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">) مورد ارزیابی قرار گرفتند. نتایج</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">حاصل</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">از</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">تحلیل</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">کوواریانس چندمتغیره</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نشان داد</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">که</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">ارائه</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">آموزش</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">راهبردهای یادگیری خودتنظیمی، باعث</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">افزایش</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">معنی­دار ادراک شایستگی و کاهش تعللورزی تحصیلی در دانش­آموزان می­شود. 35/42=</span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">F</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">، 05/0> </span></span></span><span dir="LTR" style="font-size:10.0pt"><span style="line-height:115%">p</span></span><span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">)درنتیجه، از</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">راهبردهای خودتنظیمی می­توان</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">بعنوان</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">روشی</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">کارآمد برای افزایش ابعاد ادراک شایستگی و کاهش تعللورزی تحصیلی دانش­آموزان دختر استفاده</span></span></span> <span lang="AR-SA" style="font-size:10.0pt"><span style="line-height:115%"><span b="" nazanin="" style="font-family:">نمود.</span></span></span></span></span></span></span></span></span>
<span style="font-size:11pt"><span style="unicode-bidi:embed"><span style="line-height:115%"><span style="font-family:Calibri,sans-serif"><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">The present study aimed to determine the effectiveness of self-regulation skills in dimensions of perceived competence and academic procrastination among female students. This study was a quasi-experimental study and was performed as a pretest-posttest with a control group. The study population included female high school students of the second District in Tabriz in the academic year 2020-2021. Using purposeful sampling, and through the Perceived Competence and Procrastination scales, 30 subjects were selected and randomly assigned to the experimental and control groups (15 subjects in each group). Both groups were assessed by the Harter Perceived Competence Scale</span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times=""> (PCS, 1982) </span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">and the Savari Procrastination Scale (APS, 2011) both in pretest and posttest. The experimental group received ninety-minute sessions of self-regulation strategies for eight weeks, but the control group received no training. The results of multivariate analysis of covariance showed that activity in self-regulated learning strategies significantly increased students' perceived competence</span></span></span> <span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">and reduced academic procrastination (F=42.35, p</span></span></span><span dir="RTL" lang="FA" style="font-size:10.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">></span></span></span><span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">0.05). Consequently, self-regulation strategies can be used as an effective method to increase dimensions of perceived competence</span></span></span> <span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">and</span></span></span> <span style="font-size:9.0pt"><span style="line-height:115%"><span new="" roman="" style="font-family:" times="">reduce academic procrastination among female students.</span></span></span></span></span></span></span>
بی برنامگی, راهبردهای خودتنظیمی, تعللورزی عمدی, شایستگی اجتماعی, , شایستگی شناختی, شایستگی جسمانی, خستگی.
Disorganization, Self-regulation strategies, Deliberate Procrastination, Social competence, Cognitive competence, Physical competence, Fatigue.
143
154
http://frooyesh.ir/browse.php?a_code=A-10-3126-3&slc_lang=fa&sid=1
Soraya
Jabbarpour Satari
ثریا
جبارپور ستاری
soraiyajabbarpour56@gmail.com
100319475328460044102
100319475328460044102
No
Department of Psychology, Islamic Azad University, Shabestar Branch, Shabestar, Iran.
گروه روان شناسی، واحد شبستر، دانشگاه آزاد اسلامی، شبستر، ایران.
Saeed
Najarpour Ostadi
سعید
نجارپور استادی
saeedno@live.com
100319475328460044103
100319475328460044103
Yes
Department of Psychology, Islamic Azad University, Shabestar Branch, Shabestar, Iran.
گروه روانشناسی، واحد شبستر، دانشگاه آزاد اسلامی، شبستر، ایران.