Middle Eastern Journal of Disability Studies

fa تعیین اثربخشی آموزش خود‌تعیین‌گری بر درگیری تحصیلی دانش‌آموزان دختر پایهٔ نهم با عملکرد تحصیلی پایین Determining the Effectiveness of Self-Determination Training on Academic Engagement of Ninth-Grade Female Students With Low Academic Performance روانشناسی Psychology مقاله پژوهشی اصیل Original Research Article چکیده زمینه و هدف: از متغیرهای تأثیرگذار بر عملکرد تحصیلی، درگیری تحصیلی است. شواهد فزاینده‌ای وجود دارد که یک مشکل به‌خصوص مرتبط با عملکرد تحصیلی پایین، ضعف درگیری تحصیلی است. پژوهش حاضر باهدف تعیین اثربخشی آموزش خود‌تعیین‌گری بر درگیری تحصیلی دانش‌آموزان دختر پایهٔ نهم با عملکرد تحصیلی پایین انجام شد. روش‌بررسی: این پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون و پس‌آزمون همراه با گروه گواه بود. جامعهٔ آماری را دانش‌آموزان دختر پایهٔ نهم شهر اردبیل با عملکرد تحصیلی پایین در سال تحصیلی ۱۴۰۴-۱۴۰۳ تشکیل دادند. از بین آن‌ها سی نفر داوطلب واجد شرایط به‌روش نمونه‌گیری دردسترس و پس از کسب معیارهای ورود به مطالعه در دو گروه پانزده‌نفرهٔ آزمایش و گواه قرار گرفتند. ابزار به‌کاررفته در پژوهش، مقیاس درگیری تحصیلی (ریو، ۲۰۱۳) بود. برنامهٔ آموزش خودتعیین‌گری براساس نظریهٔ دسی و رایان (۲۰۱۲) طی ده جلسهٔ دوساعته تنها برای گروه آزمایش اجرا شد. تحلیل داده‌ها بااستفاده از تحلیل کوواریانس تک‌متغیره در نرم‌افزار SPSS نسخهٔ ۲۷ صورت گرفت. سطح معنا‌داری آزمون‌های آماری ۰٫۰۵ در نظر گرفته شد. یافته‌ها: نتایج نشان داد، اثر آموزش خودتعیین‌گری بر درگیری تحصیلی گروه آزمایش بعد از حذف اثر پیش‌آزمون معنادار بود (۰٫۰۰۶=p). اندازهٔ اثر نشان داد، ۲۴٫۴درصد از تغییرات درگیری تحصیلی در پس‌آزمون به‌واسطهٔ دریافت آموزش تبیین شد. نتیجه‌گیری: براساس نتایج پژوهش، با آموزش خودتعیین‌گری، درگیری تحصیلی در دانش‌آموزان دختر پایهٔ نهم با عملکرد تحصیلی پایین افزایش می‌یابد؛ لذا، به‌کارگیری این برنامه در مدارس توصیه می‌شود. Abstract Background & Objectives: Students' academic performance is a fundamental factor in society, as it is a key criterion for measuring a country's success in education. One influential variable in academic performance is academic engagement. Investigating the etiology of low academic performance in students has shortcomings. Research shows that interventions in this area require attention to basic psychological needs, such as self–determination interventions in the form of education. Various interventions conducted in this area have claimed effectiveness. Considering the results of studies conducted and the increasing use of self–determination intervention and its effects on the psychological, academic, and functional dimensions of children and their consequences, the results of this study can provide an appropriate therapeutic and educational framework for improving academic engagement in students with low academic performance and help pave the way for further research in this field. Given the existing research gap, the present study aimed to determine the effectiveness of self–determination training on the academic engagement of low–performing ninth–grade female students. Methods: This quasi–experimental study employed a pretest–posttest design with a control group. The statistical population comprised ninth–grade female students in Ardabil City, Iran, with low academic performance during the 2024–2025 academic year. From whom, 30 eligible volunteers were selected through convenience sampling and, after meeting the inclusion criteria, were placed in an experimental and a control group of 15 people each. In addition, the two groups were homogeneous with respect to gender (female subjects), educational level (subjects were in the ninth grade), parental education, family socioeconomic status, and absence of other psychological, behavioral, or emotional disorders (based on health records). The criteria for the subjects to enter the study were female gender, ninth–grade education, residence in Ardabil City, interest in cooperating in the research, absence of any physical or mental illness, absence of stuttering or learning disorders (based on information included in the students' health records), and overall GPA (Grade Point Average) between 10 and 15. The criteria for subjects to leave the study were failure to cooperate, receiving a similar intervention simultaneously, and missing more than 3 training sessions. The ethical considerations of the present study were as follows: all participants received information about the study orally and could participate if they wished; subjects were assured that all their information would remain confidential and would not be recorded to respect their privacy. The instrument used in this study was the Academic Engagement Scale (Reeve, 2013). The self–determination training program based on the theory of Deci and Ryan (2012) was implemented in 10 two–hour sessions only for the experimental group. Data analysis was performed using SPSS software version 27 at two levels: descriptive (mean and standard deviation) and inferential (univariate analysis of covariance). The significance level of statistical tests was 0.05. Results: The effect of self–determination training on the experimental group's academic engagement was significant after controlling for the pretest (p=0.006). The effect size showed that 24.4% of the changes in academic engagement at the posttest were explained by receiving training. Conclusion: The findings indicate that self–determination training is effective in improving academic engagement among students with low academic performance. Accordingly, it is suggested that educators, psychologists, and specialists, along with other educational methods, use this program as a supplementary educational resource to improve students' academic engagement and academic performance. عملکرد تحصیلی, درگیری تحصیلی, آموزش خودتعیین‌گری Academic performance, Academic engagement, Self–determination training 100 100 http://jdisabilstud.org/browse.php?a_code=A-12-3357-2&slc_lang=fa&sid=1 Arezoo Abishzadeh Gharatapeh آرزو ابش‌زاده قره‌تپه a.abeshzadeh@iau.ir 100319475328460067939 100319475328460067939 No Department of Psychology, Ard.C., Islamic Azad University, Ardabil, Iran گروه روان شناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران Ozra Ghaffari Nouran عذرا غفاری نوران o.ghaffari@iauardabil.ac.ir 100319475328460067940 100319475328460067940 Yes Department of Psychology, Ard.C., Islamic Azad University, Ardabil, Iran گروه روان شناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران Behnam Molaei بهنام مولائی b.molaei@arums.ac.ir 100319475328460067941 100319475328460067941 No Department of Psychiatry, Ard.C., University of Medical Sciences, Ardabil, Iran گروه روان‌پزشکی، واحد اردبیل، دانشگاه علوم پزشکی، اردبیل، ایران