مجله توسعه آموزش جندی شاپور اهواز

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اثر بخشی مداخلات آموزشی بر اساس مدل درگیری تحصیلی بر شیفتگی تحصیلی دانش آموزان پسر با درگیری تحصیلی پایین

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی عمومی، گروه روانشناسی، دانشگاه آزاد اسلامی، سنندج، ایران.

2 عضو هیئت علمی، گروه روان شناسی، واحد مهاباد، دانشگاه آزاد اسلامی، مهاباد، ایران.

3 عضو هیئت علمی، گروه روان شناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.

چکیده

پژوهش حاضر با هدف بررسی اثربخشی مداخلات برنامه آموزشی مدل درگیری تحصیلی بر شیفتگی تحصیلی دانش آموزان پسر با درگیری تحصیلی پایین انجام گرفت. روش پژوهش نیمه آزمایشی با طرح پیش آزمون- پس آزمون با گروه گواه بود. جامعه آماری پژوهش، دانش آموزان پسر پایه یازدهم دوره دوم متوسطه شهرستان ها و مناطق اورامانات در سال تحصیلی 99-1398 بود. در این پژوهش تعداد 30 نفر از دانش آموزان پسر، با درگیری تحصیلی پایین، به روش نمونه گیری خوشه ای چند مرحله ای انتخاب و با گمارش تصادفی در دو گروه آزمایشی و گروه گواه گمارده شدند (15 دانش آموز در گروه آزمایش و 15 دانش آموز در گروه گواه). برنامه آموزشی مداخله ای درگیری تحصیلی بر روی گروه آزمایش اجرا شد. پس از آن از هر دو گروه پس آزمون به عمل آمد. ابزار مورد استفاده این پژوهش پرسشنامه شیفتگی تحصیلی (مارتین و جکسون، 2008) بود. داده های حاصل از پژوهش با استفاده از آمار توصیفی (میانگین، انحراف معیار) و آمار استنباطی (آزمون تحلیل کواریانس چند متغیره) تجزیه و تحلیل شد. نتایج نشان داد که برنامه آموزشی مداخله ای درگیری تحصیلی بر شیفتگی تحصیلی دانش آموزان در سطح (P<0/05) معنی دار است. یافته های پژوهش بیانگر آن بود که آموزش مداخله ای مدل درگیری تحصیلی با بهره گیری از مفاهیمی چون ادراک شایستگی، خوش بینی تحصیلی و هیجان های تحصیلی می تواند به عنوان یک آموزش کارآمد برای افزایش شیفتگی تحصیلی دانش آموزان با درگیری تحصیلی پایین استفاده شود.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Educational Interventions based on the Academic Engagement Model on the Academic Fascination of Male Students with Low Academic Engagement

نویسندگان [English]

  • Fariborz Sabbaghi 1
  • Qumarth Karimi 2
  • Maryam Akbari 3
  • Yahya Yarahmadi 3

1 PhD student in General Psychology, Department of Psychology, Islamic Azad University, Sanandaj, Iran.

2 Faculty member, Department of Psychology, Mahabad Branch, Islamic Azad University, Mahabad, Iran.

3 Faculty member, Department of Psychology, Sananadaj Branch, Islamic Azad University, Sanandaj, Iran.

چکیده [English]

The aim of this study was to investigate the effect of curriculum interventions based on academic engagement model on academic fascination of male students with low academic engagement. The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population of the study included 11th grade male high school students in the cities and regions of Oramanat in the academic year 2019-2020. To this aim, 30 male students with low academic involvement were selected by multi-stage cluster sampling and were randomly assigned into experimental and control groups, 15 students each. The curriculum interventions based on academic engagement model were implemented in the experimental group. Then post-test was performed for both groups. The instrument used in this study was the Academic Fascination Questionnaire (Martin and Jackson, 2008). The data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (multivariate analysis of covariance). The results showed that curriculum interventions based on academic engagement model have a significant effect on the students' academic fascination (P <0.05). Findings also indicated that by relying on concepts such as competency perception, academic optimism and academic excitement, curriculum interventions based on academic engagement model can be used as an effective way to enhance the academic fascination of students with low academic engagement.

کلیدواژه‌ها [English]

  • Academic engagement
  • Competency perception
  • Academic optimism
  • Academic excitement
  • Academic fascination
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مجله توسعه آموزش جندی شاپور اهواز
دوره 12، شماره 0
ویژه نامه سال 1400
مهر 1400
صفحه 86-98
فایل ها
هم رسانی
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