Razi Journal of Medical Sciences

fa تعیین اثربخشی آموزش یادگیری مغزمحور بر ادراک حل مسئله؛ تاب‌آوری تحصیلی و خودآگاهی هیجانی در در دانش‌آموزان متوسطه Determining the Effectiveness of Brain-Based Learning Training on Problem Solving Perception; Academic Resilience and Emotional Self-Awareness in High School Students روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: هدف از انجام پژوهش حاضر، تعیین اثربخشی آموزش یادگیری مغزمحور بر ادراک حل مسئله؛ تابآوری تحصیلی و خودآگاهی هیجانی در در دانش آموزان متوسطه بود. روش کار: روش پژوهش نیمه آزمایشی از نوع پیش‌آزمون- پس‌آزمون با گروه کنترل غیر همسان بود. جامعه آماری پژوهش حاضر را تمامی 387 دانش آموز دختر متوسطه اول پایه نهم مدارس دولتی شهر سوادکوه شمالی در سال تحصیلی 1402-1401 تشکیل دادهاند.  تعداد 45 نفر به صورت دردسترس با توجه به معیارهای ورود به پژوهش انتخاب شدند و به صورت تصادفی به دو گروه آزمایش 15 نفره و یک گروه کنترل 15 نفره جایگزین شدند. جهت جمع‌آوری دادهها از پرسشنامه ادراک حل مسئله هپنر و پترسون (1982)، پرسشنامه تابآوری تحصیلی ساموئلز (۲۰۰۴) و پرسشنامه خودآگاهی هیجانی ریفی و همکاران (2007) استفاده شد. خلاصه جلسات آموزش یادگیری مغزمحور برگرفته از ﮐﺎیﻦ و همکاران (2005) در 8 جلسه 90 دقیقهای بر روی گروه آزمایش انجام شد و برای گروه کنترل مداخله صورت نگرفت. جهت تجزیه و تحلیل دادهها از تحلیل واریانس اندازهگیری مکرر با نرم افزار SPSS18 استفاده شد. یافته ها: یافته‌ها نشان داد که آموزش یادگیری مغزمحور بر ادراک حل مسئله، تابآوری تحصیلی، خودآگاهی هیجانی دانش آموزان متوسطه اثر دارد. آموزش یادگیری مغزمحور بر تابآوری تحصیلی و خودآگاهی هیجانی اثربخشتر از آموزش راهبردهای یادگیری خودگردان بود.</div> <div style="text-align: justify;">نتیجه گیری: نتایج این مقاله می‌تواند تلویحات کاربردی در زمینه بهبود عملکرد عوامل روان شناختی به مشاوران تحصیلی، و معلمان با استفاده از روش آموزش یادگیری مغزمحور ارایه دهد. برای اثربخشی بیشتر آموزش یادگیری مغزمحور به نسبت آموزش راهبردهای یادگیری خودگردان در دانش آموزان، می‌توان از روش‌های زیر استفاده نمود: در ابتدا، به دانش آموزان توضیح داده شود که چگونه مغز کار می‌کند و چگونه عوامل در آن تشکیل می‌شوند. توضیح دادن درباره فرآیندهای شناختی مغز و ارتباط آن با فرایند شناختی، رفتاری و هیجانی می‌تواند به دانش آموزان کمک کند تا بهتر درک کنند که چگونه فرایند شناختی، رفتاری و هیجانی ظاهر می‌شوند و چگونه می‌توانند به آن‌ها واکنش دهند. مدل آموزش راهبردهای یادگیری مغزمحور به عنوان رویکردی بسیار کوتاه مدت، ساده، تأثیرگذار و کارآمد و در عین حال اقتصادی برای آموزش به مشاوران و معلمان معرفی و پیشنهاد میشود و مدل ترکیبی میتواند بسیاری از محدودیتها را برطرف کند.</div> <div style="text-align: justify;"></div> <div style="text-align: justify;">Background & Aims: Students have important capacities and their flourishing is a necessary and fundamental condition for the success and development of today's societies, but the existence of multiple risk factors in this path has always resulted in short-term and long-term personal and social damage. Cognitive features such as problem-solving skills and the problem-solving process are an important part of the daily life of these people in the education process, and strengthening and cultivating these skills through training, practice, and learning can help students solve problems more effectively. As a result of that and with time, people can solve complex and far more difficult problems. Problem-solving skills refer to the processes by which a person wants to determine, discover, or invent effective and adaptive coping strategies for everyday problems. In other words, problem-solving is an important coping strategy that increases the ability of personal and social progress and reduces psychological stress and semiotics. These conditions can include identifying the possible causes of a problem and preparing a practical plan to solve that problem, which is effective in a person's perception of the situation. Also, the perception of the problem in students is a metacognitive process that is involved in the implementation of a set of emotional-cognitive stable plans and describes how a person generally thinks about problems. In his life, he makes them sensitive just as much as he finds the ability to solve problems in himself and he can have the appropriate resilience to adapt cognitive and behavioral. On the other hand, resilience is a kind of returning to the initial balance or reaching a balance at a higher level in threatening conditions and provides the means for successful adaptation in life. Students who are resilient in one situation may face problems in another situation. Students who have academic resilience, even in the presence of stressful events and conditions that can put them at risk of poor performance and eventually dropping out of school, have high motivation and good performance. In other words, resilient students maintain a high level of motivation and progress despite the existence of stressful events and conditions, which requires the acquisition of appropriate self-awareness in different cognitive, behavioral, and even emotional domains. The purpose of this research is to determine the effectiveness of brain-based learning training on problem-solving perception; Academic resilience and emotional self-awareness were found in secondary school students. Methods: The research method was a semi-experimental pre-test-post-test type with an unequal control group. The statistical population of the present study is made up of all 387 female students of the first secondary school of the ninth grade of public schools in the city of Northern Swadkoh in the academic year 2022-2023. Several 45 people were selected based on the criteria for entering the research and were randomly replaced into two experimental groups of 15 people and a control group of 15 people. To collect data, Hepner and Patterson's (1982) problem-solving perception questionnaire, Samuels' (2004) academic resilience questionnaire and Rifi et al.'s (2007) emotional self-awareness questionnaire were used. Summary of brain-based learning training sessions taken from Cain et al. (2005) in 8 90-minute sessions were conducted on the experimental group and no intervention was done for the control group. Repeated measurement variance analysis was used with SPSS18 software to analyze the data. Results: The findings showed that brain-based learning training affects the perception of problem-solving, academic resilience, and emotional self-awareness of secondary school students. Teaching brain-based learning on academic resilience and emotional self-awareness was more effective than teaching self-directed learning strategies. Conclusion: The results of this article can provide practical implications in the field of improving the performance of psychological factors to academic advisors and teachers using the brain-based learning method. To make brain-based learning more effective than teaching self-directed learning strategies to students, the following methods can be used: First, explain to students how the brain works and how factors are formed in it. Explaining the cognitive processes of the brain and its relationship with cognitive, behavioral, and emotional processes can help students better understand how cognitive, behavioral, and emotional processes appear and how they can react to them. The brain-based learning strategies training model is introduced and proposed as a very short-term, simple, effective efficient, and at the same time economical approach for training counselors and teachers, and the combined model can solve many of the limitations. </div> ادراک حل مسئله, تاب آوری تحصیلی, خودآگاهی هیجانی, آموزش یادگیری مغزمحور Problem-Solving Perception, Academic Resilience, Emotional Self-Awareness, Brain-Based Learning Education 1 11 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8000-2&slc_lang=fa&sid=1 Motahareh Ebadi مطهره عبادی 3900319475328460090322 3900319475328460090322 No PhD Student, Department of Psychology, Faculty of Humanities, Babol Branch, Islamic Azad University, Babol, Iran دانشجوی دکتری، گروه روانشناسی، دانشکده علوم انسانی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران Jamal Sadeghi جمال صادقی Jamalsadeghi48@yahoo.com 3900319475328460090323 3900319475328460090323 Yes Assistant Professor, Department of Psychology, Faculty of Humanities, Babol Branch, Islamic Azad University, Babol, Iran استادیار، گروه روانشناسی، دانشکده علوم انسانی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران Nabi-Allah Akbarnataj-e Shob نبی الله اکبر نتاج شوب 3900319475328460090324 0009-0000-6925-2984 No Department of Psychology, Faculty of Humanities, Babol Branch, Islamic Azad University, Babol, Iran استادیار، گروه روانشناسی، دانشکده علوم انسانی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران Arsalan Khanmohammadi ارسلان خان محمدی 3900319475328460090325 3900319475328460090325 No Assistant Professor, Department of Psychology, Faculty of Humanities, Ayatollah Amoly Branch, Islamic Azad University, Amol, Iran استادیار، گروه روانشناسی، دانشکده علوم انسانی، واحد آیت ا... آملی، دانشگاه آزاد اسلامی، آمل، ایران