Razi Journal of Medical Sciences

fa پیش‌بینی خودتنظیمی یادگیری بر اساس سازگاری هیجانی و هوش موفق Predicting Learning Self-Regulation Based on Successful Emotional Adjustment and Intelligence روانشناسی بالینی Clinical Psychiatry پژوهشي Research زمینه و هدف: خودتنظیمی یادگیری از مؤلفههای مهم و اثرگذار تحصیلی دانشآموزان می&lrm;باشد که با عوامل روانشناختی در ارتباط است. بنابراین هدف از پژوهش حاضر بررسی رابطه خودتنظیمی یادگیری با سازگاری هیجانی و هوش موفق در بین دانش آموزان می‌باشد. روش کار: روش پژوهش از نوع همبستگی بود که جامعه آماری آن شامل دانش آموزان دختر و پسر دوره متوسطه تهران بود که 456 نفر از آنها به صورت خوشهای چند مرحلهای انتخاب گردیدند و از آنها خواسته شد که پرسشنامههای خودتنظیمی یادگیری ریان و کانل (1989)، هوش موفق گریگورنکو و استرنبرگ (2002) و سازگاری هیجانی رابیو و همکاران (2007) را تکمیل نمایند. از روشهای آماری ضریب همبستگی پیرسون و رگرسیون همزمان برای تجزیه و تحلیل داده‌ها استفاده گردید. یافته‌ها: نتایج نشان داد که بین سازگاری هیجانی با خودتنظیمی یادگیری (01/0 >p) و نیز هوش موفق با خودتنظیمی یادگیری رابطه معنیداری وجود دارد (01/0 >p). همچنین نتایج نشان داد سازگاری هیجانی و هوش موفق به صورت مثبت و معنیدار خودتنظیمی یادگیری را پیش بینی مینمایند (001/0 =p). نتیجه‌گیری: با توجه به نتایج می‌توان بیان کرد که هر چقدر هوش موفق و سازگاری هیجانی بالاتر باشد خودتنظیمی یادگیری نیز بالاتر خواهد بود و به همین خاطر باید خاطرنشان کرد که والدین و مسئولین آموزشی و نظام تعلیم و تربیت جهت تقویت خودتنظیمی تحصیلی باید محیط‌های غنی برای تقویت این دو مولفه برای فراگیران  فراهم نمایند. <div style="text-align: justify;">Background & Aims: Today, unlike in the past, each person's ability to learn is not dependent only on his intelligence and talents. In addition to the intrinsic factors of intelligence and talent, according to new theories, non-intrinsic factors such as self-regulatory strategies are considered effective in learning. Self-regulation was first proposed in 1967 by Bandura. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component, but it should be noted that the common denominator of all definitions, self-regulation is a set of psychological efforts to control the internal situation. , To achieve long-term goals. In general, self-regulation refers to the ability of individuals to control their thoughts, emotions, and behavior, and studies have shown that people with high self-regulation are at a higher level in terms of interpersonal relationships, mental health, and academic achievement. Take. Students with academic self-regulation are hard-working and innovative learners and do not simply give up in dealing with issues and problems, they consider learning as an active process during which some responsibility must be taken. Accept and in case of problems try to understand what they need to solve it. There are several definitions of self-regulation, which shows that researchers have not reached the same view on this component. Several definitions of self-regulation will be presented below, but it should be noted that the common denominator of all definitions is self-regulation. Introduce psychological efforts to control the inner state to achieve long-term goals. Self-regulation of learning is one of the important and effective components of students' education and various studies have been conducted to investigate the relationship between this component and other psychological components that in some cases these results are not consistent with each other in general and Given the above, the purpose of this study is to answer the question whether successful emotional adjustment and intelligence can predict self-regulation of learning? Methods: The method of the present study is a correlation. The statistical population of the present study was male and female high school students in Tehran, which according to statistics numbered over 500,000 students, and using the Cochran's formula, 400 subjects is enough for this population, but for more validity of the results, 600 the student was selected as a multi-stage cluster. To conduct the research, the research license was first obtained from the university to refer to schools in Tehran. Then, in coordination with the education of Tehran, educational districts and schools were selected. At this stage, three districts were selected from among the 19 districts of Tehran to represent the socio-economic status of the whole city, and one girls' school from each district. A boys' area was selected. In the next step, the schools were referred to and the purpose of the research was explained to the school principals. Attended a meeting and after explaining the research and agreeing to cooperate, completed the Self-Regulated Learning Questionnaire (SRQ-A); Successful Intelligence Questionnaire; they completed the Emotional Adjustment Scale (EAM). Results: The results of this study were analyzed using SPSS-18 software and simultaneous regression analysis method and the results showed that successful emotional adjustment and intelligence were positive and significant (p = 0.001) Predict learning self-regulation. Conclusion: Conclusion: The aim of this study was to investigate the question of whether emotional adaptation and successful intelligence can predict learning self-regulation? The results show that emotional adjustment and successful intelligence have a significant relationship with learning self-regulation and in addition, they have the ability to predict this component positively, which means that the higher the emotional adjustment and successful intelligence. Learning self-regulation will also be higher. In order to investigate the factors affecting learning self-regulation, numerous studies have shown the existence of complex and strong relationships between different psychological components and learning self-regulatory strategies. In explaining the relationship between successful intelligence and learning self-regulation, it can be said that children with high successful intelligence have less stereotyped thinking, and this issue causes them to use different approaches to solve their problems in different situations, and this ability gives them Help achieve the goals. Also, children with high successful intelligence learn about different uses of information and also how to use this information in different life situations, and this meditation on their information increases self-regulation and higher motivation in learning, which is one of the reasons. Another effect of successful intelligence is on the growth of learning self-regulation. Also, high successful intelligence causes more goal-oriented behavior. In other words, self-regulation and successful intelligence act in the same way because both cause students' goal-oriented behaviors. It shows the deep connection between these two components. Another component that has been considered in the present study is emotional adjustment and its relationship with learning self-regulation. Studies have shown that high emotional adjustment in students makes them less involved in marginal issues. And become dangerous, such as criminal groups, physical conflicts, etc., which in turn leads to a greater focus on goals and better self-regulation of education. The emotional adjustment also allows students to better control their negative emotions towards the environment or some subjects, and this plays an important role in their academic self-regulation, while if they can not control their negative emotions towards the subjects. And control environment will have low academic self-regulation. On the other hand, it should be considered that low emotional adjustment will cause more aggression and abnormal behaviors in the school environment, and this will lead to punitive behaviors by school officials and parents, which will cause the whole educational process of knowledge. The learner will be impressed. In other words, emotional regulation does not directly but by affecting the student's behavior, and the feedback he observes from his behavior affects the whole process of student's education and academic self-regulation. </div> هوش موفق, سازگاری هیجانی, خودتنظیمی یادگیری Successful Intelligence, Emotional Adjustment, Learning Self-Regulation 436 444 http://rjms.iums.ac.ir/browse.php?a_code=A-10-6443-1&slc_lang=fa&sid=1 Abolfazl Rahmani Badi ابوالفضل رحمانی بادی 3900319475328460078042 3900319475328460078042 No PhD Student of Psychology, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Emirates. دانشجوی دکتری روانشناسی، گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران. Davood Taghvaei داود تقوایی 3900319475328460078043 3900319475328460078043 Yes Associate Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran. دانشیار، گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران Zabih Pirani ذبیح پیرانی 3900319475328460078044 3900319475328460078044 No Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran. استادیار، گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران