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پیشبینی لذت یادگیری بر اساس مدیریت کلاس، سطح چالشانگیزی کلاس، مهارتهای تشخیصی معلم و راهبردهای نظمبخشی شناختی هیجان در دانشآموزان: یک تحلیل چندسطحی | ||
راهبردهای شناختی در یادگیری | ||
مقاله 8، دوره 12، شماره 22، 1403، صفحه 127-148 اصل مقاله (694.25 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2023.28322.2618 | ||
نویسندگان | ||
آرش آخش1؛ عسکر آتش افروز* 2 | ||
1دکترای روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران | ||
2استادیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران | ||
چکیده | ||
هدف: این پژوهش با هدف پیشبینی لذت یادگیری بر اساس مدیریت کلاس، سطح چالشانگیزی کلاس، مهارتهای تشخیصی معلم و راهبردهای نظمبخشی شناختی هیجان در دانشآموزان، با استفاده از تحلیل چندسطحی، انجام شد. روش: روش پژوهش از نوع همبستگی و بهصورت تحلیل چندسطحی بود. جامعه آماری این پژوهش، کلیه دانشآموزان پایه نهم پسر و دختر دوره متوسطه اول شهرستان کهگیلویه در سال تحصیلی 1402-1401 بود که از میان آنها، نمونهای 1000 نفری (500 پسر و 500 دختر) به روش تصادفی چندمرحلهای انتخاب شد. برای سنجش متغیرهای پژوهش، از پرسشنامه ارزیابی کلاس گارتنر (2010)، مقیاس ادراک دانشآموزان از فعالیتهای کلاسی جنتری و اسپرینگر (2002)، پرسشنامه راهبردهای نظمبخشی شناختی هیجان گارنفسکی و همکاران (2002) و پرسشنامه هیجانات پیشرفت پکران و همکاران (2005) استفاده شد. دادهها به کمک مدلسازی خطی سلسلهمراتبی (HLM) تحلیل شد. یافتهها: تحلیل چندسطحی نشان داد متغیرهای سطح 1 (راهبردهای مثبت نظمبخشی شناختی هیجان) و سطح 2 (میانگین راهبردهای مثبت نظمبخشی شناختی هیجان کلاس، مدیریت کلاس، سطح چالشانگیزی کلاس و مهارتهای تشخیصی معلم) بهطور مثبت و معنیدار، پیشبین لذت یادگیری بودند. تعامل متغیرهای سطح 2 با شیب رابطه راهبردهای مثبت نظمبخشی شناختی هیجان و لذت یادگیری معنیدار بود. همچنین، تفاوت لذت یادگیری در بین کلاسها و تفاوت کلاسها از لحاظ شیب رابطه راهبردهای مثبت نظمبخشی شناختی هیجان و لذت یادگیری معنیدار بود. نتیجهگیری: بهمنظور افزایش لذت یادگیری، میتوان آموزش و ارتقاء راهبردهای مثبت نظمبخشی شناختی هیجان دانشآموزان و کیفیتبخشی متغیرهای کلاسی (مدیریت کلاس، سطح چالشانگیزی کلاس و مهارتهای تشخیصی معلم) را مورد توجه قرار داد. | ||
کلیدواژهها | ||
سطح چالشانگیزی؛ لذت یادگیری؛ مدیریت کلاس؛ مهارتهای تشخیصی؛ نظمبخشی شناختی هیجان | ||
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