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اثربخشی یادگیری معکوس بر اهمالکاری و خودتنظیمی تحصیلی دانشآموزان پسر دارای اختلال ریاضی | ||
راهبردهای شناختی در یادگیری | ||
مقاله 10، دوره 10، شماره 19، 1401، صفحه 237-258 اصل مقاله (1.15 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2022.25345.2398 | ||
نویسندگان | ||
حافظ پادروند* 1؛ عزت اله قدم پور2؛ قاسم صفاری3؛ کبری عالی پور1 | ||
1دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، خرم آباد، ایران | ||
2استاد، گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران | ||
3کارشناسی ارشد روانشناسی بالینی، واحد فیروزآباد، دانشگاه آزاد اسلامی، فیروزآباد، ایران | ||
چکیده | ||
هدف: هدف از این پژوهش تعیین اثربخشی یادگیری معکوس بر اهمالکاری و خودتنظیمی تحصیلی دانشآموزان پسر دارای اختلال ریاضی شهر خرمآباد بود. روش: این پژوهش در قالب روش نیمهآزمایشی با طرح پیشآزمون- پسآزمون با گروه کنترل نابرابر انجام شد. تمامی دانشآموزان پسر ۱۵-۱۳ سال دارای اختلال ریاضی شهر خرمآباد در سال ۴۰۱-۱۴۰۰ که در دوره اول متوسطه مشغول به تحصیل بودند، جامعه آماری این پژوهش را تشکیل دادند. از میان جامعه آماری، تعداد ۲۸ دانشآموز دارای اختلال ریاضی به روش نمونهگیری در دسترس انتخاب و همگی به شیوه تصادفی در گروههای آزمایش (۱۴ نفر) و گواه (۱۴ نفر) گمارش شدند. بهمنظور جمعآوری دادههای پژوهش از پرسشنامه اهمالکاری تحصیلی سولومون و راثبلوم (۱۹۸۴)، پرسشنامه خودتنظیمی تحصیلی سواری و عربزاده (۱۳۹۲)، آزمون ریاضی کیمت کانولی (۱۹۸۸) استفاده شد. آموزش یادگیری معکوس بهمدت ۹ جلسه ۴۵ دقیقهای برای گروه آزمایش ارائه شد. بهمنظور تحلیل دادهها از تحلیل کوواریانس تک متغیره و چند متغیره استفاده شد. یافتهها: نتایج تجزیهوتحلیل یافتههای پژوهش نشان داد که آموزش یادگیری معکوس در کاهش اهمالکاری و بهبود خودتنظیمی تحصیلی دانشآموزان دارای اختلال ریاضی مؤثر است (0.05<P). نتیجهگیری: نظر به نتایج حاصل از این پژوهش میتوان بیان کرد که آموزش یادگیری معکوس، آموزشی اثربخش در راستای کاهش اهمالکاری و بهبود خودتنظیمی تحصیلی دانشآموزان دارای اختلال یادگیری بهویژه اختلال ریاضی است. | ||
کلیدواژهها | ||
یادگیری معکوس؛ اهمالکاری تحصیلی؛ خودتنظیمی تحصیلی؛ اختلال ریاضی؛ دانشآموزان پسر | ||
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