اثربخشی آموزش مهارتهای خودگردانی بر حواسپرتی دیجیتالی و مشارکت تحصیلی | ||
راهبردهای شناختی در یادگیری | ||
مقاله 9، دوره 11، شماره 21، 1402، صفحه 137-155 اصل مقاله (589.15 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2023.27839.2583 | ||
نویسندگان | ||
مریم کریمی منجرموئی1؛ فریبرز نیکدل* 2؛ ناصر نوشادی3 | ||
1کارشناسی ارشد روانشناسی تربیتی، دانشگاه یاسوج، یاسوج، ایران | ||
2دانشیار گروه روانشناسی، دانشکده علوم انسانی، دانشگاه یاسوج، یاسوج، ایران | ||
3استادیار گروه روانشناسی، دانشکده علوم انسانی، دانشگاه یاسوج، یاسوج، ایران | ||
چکیده | ||
هدف: پژوهش حاضر با هدف اثربخشی آموزش مهارتهای خودگردانی بر حواسپرتی دیجیتالی و مشارکت تحصیلی دانشجویان دانشگاه آزاد شهرستان لردگان انجام شد. روش: پژوهش از نوع نیمه آزمایشی با طرح پیشآزمون-پسآزمون با گروه کنترل نابرابر بود. جامعه آماری پژوهش شامل کلیه دانشجویان شهرستان لردگان در سال تحصیلی 1402-1401 بودند که تعداد 60 نفر به روش خوشهای چندمرحلهای انتخاب و بهصورت تصادفی در دو گروه آزمایش و کنترل (هر گروه 30 نفر) گمارده شدند. بهمنظور سنجش متغیرهای مورد پژوهش از پرسشنامه حواسپرتی دیجیتالی سامگاندار (2014) و پرسشنامه مشارکت تحصیلی ریو (2013) استفاده شد. پس از انجام پیشآزمون آزمودنیهای گروه آزمایش تحت 10 جلسه آموزش مهارتهای خودگردانی قرار گرفتند و گروه کنترل، آموزشی در این زمینه دریافت نکردند. سپس هر دو گروه مجدد با پسآزمون مورد ارزیابی قرار گرفتند. تحلیل دادهها نیز با استفاده از روش تحلیل کوواریانس (آنکوا) و نرمافزار SPSS انجام شد. یافتهها: نتایج پژوهش نشان داد نمرات پسآزمون حواسپرتی دیجیتالی (619/798F= ،01/0P<) و مشارکت تحصیلی (018/224F= ،01/0P<)، در دو گروه آزمایش و کنترل تفاوت معنیدار داشت. نتیجهگیری: طبق یافتهها میتوان نتیجه گرفت که آموزش مهارتهای خودگردانی حواسپرتی دیجیتالی را کاهش میدهد و باعث افزایش مشارکت تحصیلی میشود؛ بنابراین بر اساس این نتایج پیشنهاد میشود سیستمهای آموزشی از این آموزشها در جهت کاهش حواسپرتی دیجیتالی دانشجویان درگیر و همچنین جهت بالا بردن سطح مشارکت تحصیلی استفاده کنند. | ||
کلیدواژهها | ||
خودگردانی؛ حواسپرتی دیجیتالی؛ مشارکت تحصیلی | ||
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