Razi Journal of Medical Sciences

fa مقایسه اثربخشی آموزش گروهی راهبردهای یادگیری خودتنظیمی و تفکر انتقادی بر باورهای انگیزشی دانش آموزان دختر Comparing the Effectiveness of Group Training of Self-Regulation Learning Strategies and Critical Thinking on the Motivational Beliefs of Female Students روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: امروزه بهبود یادگیری و موفقیت دانش‌آموزان یکی از شاخص‌های مهم در ارزیابی آموزش و پرورش و یکی از عوامل مهم در پیشرفت کشورها می‌باشد  که برای رسیدن به آن لازم است به عوامل موثر در آن توجه خاصی مبذول شود. پژوهش حاضر با هدف مقایسه اثربخشی آموزش گروهی راهبردهای یادگیری خودتنظیمی  و تفکر انتقادی بر باورهای انگیزشی دانش آموزان دختر دوره اول متوسطه انجام شد. روش کار: روش پژوهشی نیمه آزمایشی با طرح پیش آزمون و پس آزمون دو ماهه با گروه گواه بود. جامعه آماری شامل دانش آموزان دختر دوره متوسطه اول شهر باغبهادران در پاییز 1401 -1402بودند که  با روش نمونه گیری در دسترس از میان آنها 60 نفر انتخاب و به صورت تصادفی در سه گروه (هر گروه 20 نفر) گمارده شدند. از مقیاس باورهای انگیزشی پینتریچ و دی گروت (1991) ، برای سنجش متغیر وابسته استفاده شد. آموزش راهبردهای یادگیری خودتنظیمی (خانجانی و همکاران،1393) و آموزش تفکر انتقادی (فیشر، 2005) هر یک به تعداد 8 جلسه 90 دقیقه ای اجرا شد. داده ها از طریق تحلیل واریانس با اندازه گیری مکرر با طرح آمیخته و آزمون تعقیبی بن فرونی تحلیل شد. یافته‌ها: یافته‌ها نشان داد که که نمره مولفه‌های باورهای انگیزشی از قبیل خودکارآمدی، جهت گیری هدف و ارزش گذاری درونی در مراحل پس‌آزمون و پیگیری در گروه‌های آموزش تفکر انتقادی و آموزش راهبردهای یادگیری خودتنظیمی کاهش یافته است ولی نمره اضطراب امتحان در مراحل پس‌آزمون و پیگیری در گروه‌های آموزشی افزایش یافته است (0001/0p<). نتیجه گیری: با توجه به نتایج توصیه می‌شود آموزش‌های راهبردهای یادگیری خودتنظیمی و تفکر انتقادی در مدارس توسط مشاورین استفاده شوند.</div> <div style="text-align: justify;">Background & Aims: It is no secret that one of the important pillars of the growth and excellence of any country is the education system, and without a doubt, one of the priorities of various societies around the world. The teacher and the learner are two very important pillars of the education system, and the interaction and mutual relationship between the two can lead society to greater progress. Therefore, it is very important to pay attention to the psychological characteristics of learners. The teacher must be able to help improve the school's well-being indicators in students by providing a safe environment, and the school must also be an environment that has a positive impact on the vitality and fulfillment of the psychological needs of students, especially during adolescence, by creating a favorable and intimate atmosphere. The goal of any educational system is the all-round development and advancement of students in cognitive, emotional, and psychomotor areas. Students, as the future builders of any country, constitute an important segment of society. One of these important factors is students' motivational beliefs. Motivational beliefs are a group of personal and social criteria that individuals refer to in order to perform or avoid an action. These beliefs include criteria about individuals' reasoning for choosing methods of completing tasks and are influenced by the consequences of behavior identification with others and other factors and may change in different situations. The present study was conducted with the aim of comparing the effectiveness of group training of self-regulation learning strategies and critical thinking on the motivational beliefs of female students of the first year of high school. The research method was semi-experimental with a two-month pre-test and post-test design with a control group. The statistical population included female students of the first secondary school in Bagh Bahadran city in the fall of 1401 1402 There were who were available through the sampling method, from among them (350 people), 60 people were selected based on the entry criteria and randomly assigned to three groups (20 people in each group). motivational beliefs scale was used to measure the dependent variable. Teaching self-regulated learning strategies and teaching critical thinking each of 8 90-minute sessions. became. The data were analyzed through repeated measures analysis of variance with mixed design and Ben Feroni's post hoc test. Methods: The research method was semi-experimental with a two-month pre-test and post-test design with a control group. The statistical population included female high school students in Baghbahadran in the fall of 2012, from whom 60 were selected and randomly assigned to three groups (20 in each group). The Pintrich and De Groot Motivational Beliefs Scale (1991) was used to measure the dependent variable. Self-regulated learning strategies training (Khanjani et al., 2014) and critical thinking training (Fisher, 2005) were implemented in 8 90-minute sessions each. The data were analyzed through repeated measures analysis of variance with a mixed design and Bonferroni post hoc test. Results: The results of the present study, considering that the effectiveness of the two training strategies of self-regulated learning and critical thinking on students' motivational beliefs is examined, are expected to be able to improve some of the variables related to the academic performance of learners. It is also expected that by revealing the relationship between the components of critical thinking and self-regulated learning strategies on motivational beliefs, it will provide useful information to parents, teachers, and other education and training professionals so that they can prepare the conditions and situations in such a way that the main goal of education, which is meaningful and real learning and training thoughtful students and ultimately improving the academic performance of learners, is realized. Conclusion: The results showed that teaching self-regulation learning strategies and critical thinking is effective on students' motivational beliefs. According to the results, it is recommended that self- regulated learning strategies and critical thinking training On students' motivational beliefs be used in schools by counselors. </div> راهبردهای یادگیری خودتنظیمی, تفکر انتقادی, باورهای انگیزشی, دانش آموزان Self-Regulated Learning Strategies, Critical Thinking, Motivational Beliefs, Students 1 13 http://rjms.iums.ac.ir/browse.php?a_code=A-10-7813-1&slc_lang=fa&sid=1 Batool Mohamadi بتول محمدی 3900319475328460091010 3900319475328460091010 No PhD Student, Department of Psychology, Shahrekord Branch, Islamic Azad Univrsity, Shahrekord, Iran دانشجوی دکتری روان شناسی تربیتی، گروه روان شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران Ahmad Ghazanfari احمد غضنفری aghazan5@yahoo.com 3900319475328460091011 3900319475328460091011 Yes Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad Univrsity, Shahrekord, Iran دانشیار، گروه روان شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران Taiba Sharifi Ardani طیبه شریفی 3900319475328460091012 3900319475328460091012 No Associate Professor, Department of Psychology, Shahrekord Branch, Islamic Azad Univrsity, Shahrekord, Iran دانشیار، گروه روان شناسی، واحد شهرکرد، دانشگاه آزاد اسلامی، شهرکرد، ایران