جلد 11 - شماره سال ۱۴۰۰
جلد (11): 59 |
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Ahadi E, Entesar Foumani G, Kiani G. The Effects of Problem-Solving Skills Training on Academic Self-Efficacy and Engagement in Female Students with Learned Helplessness. MEJDS 2021; 11 :59-59
URL: http://jdisabilstud.org/article-1-2369-fa.html
URL: http://jdisabilstud.org/article-1-2369-fa.html
احدی الناز، انتصار فومنی غلامحسین، کیانی قمر. تعیین اثربخشی آموزش مهارت حل مسئله بر خودکارآمدی و اشتیاق تحصیلی دانش‌آموزان دختر با درماندگی آموخته‌شده. مجله مطالعات ناتوانی. 1400; 11 () :59-59
الناز احدی1 
، غلامحسین انتصار فومنی* 2، قمر کیانی2
، غلامحسین انتصار فومنی* 2، قمر کیانی2
1- دانشگاه آزاد اسلامی واحد زنجان
2- گروه روانشناسی دانشگاه آزاد اسلامی واحد زنجان
2- گروه روانشناسی دانشگاه آزاد اسلامی واحد زنجان
چکیده: (1218 مشاهده)
زمینه و هدف: روان‌شناسان بر اهمیت توجه به ارتقای کیفیت تحصیلی و موفقیت دانش‌آموزان تأکید ویژه‌ای دارند و علاقه‌مند به مطالعهٔ ناتوانی‌های موجود در این زمینه هستند. هدف این پژوهش تعیین اثربخشی آموزش مهارت حل مسئله بر خودکارآمدی و اشتیاق تحصیلی دانش‌آموزان دختر با درماندگی آموخته‌شده بود.
روش‌بررسی: این پژوهش به‌روش نیمه‌تجربی با طرح پیش‌آزمون-پس‌آزمون با گروه گواه انجام شد. جامعهٔ آماری را تمامی دانش‌آموزان دختر پایهٔ یازدهم شهر مراغه در سال تحصیلی ۹۹-۱۳۹۸ به تعداد ۵۸۱ نفر تشکیل دادند. پس از اجرای پرسشنامهٔ درماندگی آموخته‌شده (کوینلس و نلسون، ۱۹۸۸) ۵۶ نفر دارای درماندگی آموخته‌شده تشخیص داده شدند. تعداد چهل نفر داوطلب واجد شرایط به‌صورت تصادفی ساده در دو گروه (آزمایش و گواه) وارد مطالعه شدند و پرسشنامه‌های خودکارآمدی تحصیلی (اون و فرامن، ۱۹۸۸) و اشتیاق تحصیلی (اسکاوفیلی و همکاران، ۲۰۰۲) را در مراحل پیش‌آزمون و پس‌آزمون تکمیل کردند. گروه آزمایش به‌مدت ده جلسه (هر جلسه شصت دقیقه)، در طی پنج هفته تحت مداخلهٔ آموزشی مهارت‌های حل مسئله (دزوریلا و گلدفرید، ۱۹۷۱) قرار گرفت. پس‌آزمون نیز بعد از دو هفته اجرا شد. تجزیه‌وتحلیل داده‌ها با استفاده از روش آماری تحلیل کوواریانس و به‌وسیلهٔ نرم‌افزار SPSS نسخهٔ ۲۴ صورت گرفت. سطح معنا‌داری برای همهٔ آزمون‌ها ۰٫۰۵ لحاظ شد.
یافته‌ها: نتایج نشان داد، آموزش حل مسئله در مرحلهٔ پس‌آزمون باعث افزایش نمرهٔ خودکارآمدی تحصیلی و اشتیاق تحصیلی دانش‌آموزان با درماندگی آموخته‌شده در گروه آزمایش شد (۰٫۰۰۱>p).
نتیجه‌گیری: باتوجه به یافته‌های پژوهش نتیجه گرفته می‌شود که آموزش مهارت حل مسئله بر خودکارآمدی و اشتیاق تحصیلی دانش‌آموزان با درماندگی آموخته‌شده تأثیر دارد؛ ازاین‌رو معلمان می‌توانند در جریان تدریس به دانش‌آموزان، از مهارت حل مسئله استفاده کنند.
نوع مطالعه: مقاله پژوهشی اصیل |
موضوع مقاله:
روانشناسی
فهرست منابع
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