نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار سازمان پژوهش و برنامه ریزی آموزشی ،پژوهشگاه مطالعات آموزش و پرورش ، ایران

2 کارشناسی ارشد علوم تربیتی ، برنامه ریزی درسی ، دانشگاه آزاد اسلامی ، واخد علوم تحقیقات ، ایران

3 کارشناسی ارشد ،علوم تربیتی ، مدیریت آموزشی، دانشگاه آزاد اسلامی ، واحد تهران جنوب ، ایران

چکیده

هدف  این پژوهش تعیین  اثربخشی آموزش راهبردهای یادگیری خودتنظیمی بر خودکارآمدی و تفکر انتقادی دانش آموزان دوره دوم متوسطه  بود. روش پژوهش نیمه آزمایشی و از نوع  پیش آزمون- پس آزمون با گروه گواه  و آزمایش بود. جامعه آماری ، دانش آموزان  دختر دوره  دوم متوسطه منطقه 6 تهران بود . از این منطقه  به روش نمونه گیری در دسترس ، یک مدرسه انتخاب  گردید و از میان  دانش آموزان آن مدرسه بر اساس نمونه گیری تصادفی  تعداد 80 در دو گروه آزمایش و کنترل( هر گروه 40 نفر) گمارش شدند . گروه آزمایش به مدت 8 جلسه  تحت آموزش راهبردهای یادگیری خودتنظیمی قرار گرفت ولی برای گروه کنترل این  آموزش انجام نشد. برای سنجش تاثیر آموزش ها از پرسشنامه حود کار آمدی  موریس و تفکر انتقادی  ریکتس استفاده گردید برای تحلیل  داده‌ها  پس از اطمینان از عدم تخطی از مفروضه های لازم از آزمون تحلیل کوواریانس استفاده شد .یافته ها  نشان داد، آموزش راهبردهای یادگیری خودتنظیمی بر خودکارآمدی و تفکر انتقادی دانش آموزان اثر معنادار  و مثبت دارد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Teaching Self-Regulatory Learning Strategies on Self-efficacy and Critical Thinking in Secondary School Students in District 6 of Tehran.

نویسندگان [English]

  • morteza samiee zafarghandi 1
  • Marzieh Nemati 2
  • Masoome Alizade 3

1 Assistant Professor of Organization for Educational Research and Planning (OERP).Tehran ، iran

2 Master student, curriculum planning, Islamic Azad University, Research Sciences Branch ،iran

3 Master of Educational Management, Islamic Azad University, South Tehran Branch T iran

چکیده [English]

The purpose of this study was to evaluate the effectiveness of self-regulation learning strategies on self-efficacy and critical thinking. The research was a semi-experimental design with pretest-posttest design with control group. The statistical population of the study was Jami Novin nonprofit high school students in Tehran's 6th district based on purposeful sampling. A sample of 80 high school students of Jami girls were selected based on random sampling method and divided into two groups: experimental and control (each group 40 people). Before the implementation of the educational program, both the control and experimental groups before the beginning of the test were first evaluated using Critical Thinking Questionnaire (Rickets, 2003) and Self-efficacy Scale (Maurice, 2001). After that, the control group received 8 sessions of training on self-regulation learning strategies. But the experimental group did not receive any training. After this stage, again, both groups were evaluated using questionnaires and the data were collected. In order to check the normality of the data, homogeneity of variances, homogeneity of regression slope and Levin test, use and data with the 20th edition SPSS software and covariance analysis test were analyzed. Results showed that training self-regulation strategies has a significant effect on self-efficacy and critical thinking.

کلیدواژه‌ها [English]

  • self-regulation learning strategies
  • self-efficacy (academic
  • Social
  • emotional)
  • critical thinking (creativity
  • empathy
  • commitment)
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