اثربخشی درمان فراشناخت بر سبک های یادگیری و خودپنداره تحصیلی دانش آموزان دختر متوسطه دوم شهر جهرم

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه روانشناسی، واحد شیراز، دانشگاه آزاد اسلامی شیراز، ایران
2 استادیار گروه روان‌شناسی، واحد فیروزآباد، دانشگاه آزاد اسلامی، فیروزآباد، فارس، ایران
چکیده
مقدمه: تقویت راهبردهای درمان فراشناخت در خودپنداره و عملکرد آموزشی می تواند گامی مهم و اساسی جهت شناسایی، بهبود و درمان بالینی مسائل روانشناختی و ارتقای سلامت روان باشد. هدف پژوهش حاضر، اثربخشی درمان فراشناخت بر سبک های یادگیری و خودپنداره تحصیلی دانش آموزان دختر متوسطه دوم شهر جهرم است.
روش کار: این پژوهش از نوع نیمه تجربی و طرح پیش آزمون- پس آزمون با گروه آزمایش و کنترل با گمارش تصادفی بر جامعه آماری دانش آموزان دختر متوسطه دوم شهر جهرم انجام شد. گردآوری داده ها با روش خوشه ای چند مرحله ای، 72 آزمودنی انتخاب و در هر گروه 36 نفر قرار داده شد. گروه های آزمایش، طی 10 جلسۀ هفتاد دقیقه ای فراشناخت درمانی گروهی را دریافت کردند. ابزار این پژوهش، پرسشنامه استاندارد است. جهت تجزیه و تحلیل از آزمون تحلیل کوواریانس تک متغیره و چندمتغیره با استفاده از نرم افزار آماری 28 SPSS انجام شد.
یافته ها: نتایج نشان داد که مداخله آموزش راهبردهای فراشناخت موجب افزایش معنی دار میانگین سبک های نوشتاری از( 4.72 به 5.44) و دیداری از (3.17 به 4.67) و همچنین خودپنداره تحصیلی از (72.36 به 81.14) شد (0.05>p). همچنین مداخله موجب کاهش معنی دار میانگین دو سبک یادگیری شنیداری از (5.08 به 3.86) و حرکتی از (3.03 به 2.06) شد (0.05>p). شاخص مجذور جزی اتا نشان داد مداخله آموزش راهبردهای فراشناخت بیشترین اثربخشی را بر سبک حرکتی با ضریب 0.154 و خودپنداره تحصیلی با ضریب 0.153 داشت.
نتیجه گیری: درمان فراشناخت به عنوان رویکرد درمان بالینی بر بهبود سبک های یادگیری و خودپنداره تحصیلی اثرگذار است و در مجموع برای ارتقاء سلامت روان، بهبود یا درمان در مسائل سلامت روانشناختی و خارج از حیطه تحصیلی بسیار اثربخش هست.
کلیدواژه‌ها

عنوان مقاله English

The effectiveness of metacognitive therapy on learning styles and academic self-concept of secondary school girls in Jahrom

نویسندگان English

Zahra Khaleghi 1
Ali Naseri 2
1 Department of Psychology, Shiraz Branch, Shiraz Islamic Azad University, Iran
2 Assistant professor, Department of psychology, Firoozabad Branch, Islamic Azad university, Firoozabad, Fars, Iran
چکیده English

Introduction: Strengthening metacognitive therapy strategies in self-concept and academic performance can be a crucial step in identifying, improving, and clinically treating psychological issues and promoting mental health. The aim of the present study was to investigate the effectiveness of metacognitive therapy on learning styles and academic self-concept of secondary school girls in Jahrom.
Materials & Methods: This research was carried out in terms of practical purpose and quantitative research method of semi-experimental and pre-test and post-test design with experimental and control groups and random assignment on the statistical population of secondar school girls in Jahrom. Seventytwo subjects were selected by multistage cluster sampling method and 36 individuals placed in each group. The experimental groups underwent group metacognitive therapy during ten 70-minute sessions.
The tools of this research were questionnaire. Statistical analysis was performed using univariate and multivariate covariance analysis and SPSS. v. 28 software.
Results: The results of the showed that the metacognitive strategies training intervention significantly increased the average of written (from 4.72 to 5.44) and visual styles (from 3.17 to 4.67), as well as academic self-concept (from 72.36 to 81.14) (p<0.05). Also, the intervention caused a significant decrease in the average of two learning styles: listening (from 5.08 to 3.86) and movement (from 3.03 to 2.06) (p<0.05). The partial eta squared index showed that the metacognitive strategies training intervention had the most effectiveness on movement style and academic self-concept with the
coefficient of 0.154 and 0.153, respectively .
Conclusion: Metacognitive therapy is effective in improving learning styles and academic self-concept as a clinical treatment approach, and overall, it can promote mental health, and improve or treat psychological health issues outside the academic field .

کلیدواژه‌ها English

Metacognitive
Learning
Self-concept
Students
1. Jahtalab Ziabari M, Ahadi H, Meshkobid Haqiqi M.
The Educational Effectiveness of the Metacognitive
Strategies and Creativity on Academic Self-Concept.
Educ Psychol. 2015; 11(36): 213-221. [Persian]
2. Jain D, Tiwari GK, Awasthi ID. Impact of
metacognitive awareness on academic adjustment and
academic outcome of the students. IJIP.
2017;5(1):123-38.
3. Erfani, N. The Intermediary Role of Learning
Motivation in Predicting Academic Achievement
Based on the Students’ Cognitive and Metacognitive
Strategies. J Educ Psychol Stud. 2017; 14(26): 167-
198. [Persian]
4. Farrokhi H, Sohrabi F, Delavar A. The Effectiveness
of Meta-Cognitive Therapy on the Extent of
Addiction-Proneness in University Students. Sjsph
2018; 16 (3) :240-254. [Persian]
5. Mosavi S V, Faraji R, Zebardast A, Esmaiel Zade J.
Effectiveness of Meditation as a Meta-Cognitive
Therapy in Reducing Anxiety in Pregnant Women in
the Last Trimester of Pregnancy. JGUMS. 2018; 27
(106) :32-43. [Persian]
6. Azad, M., Bagherzadeh Golmakani, Z., Mansouri, A.,
Doustkam, M. Effectiveness of Meta cognitive
Therapy on Body Image Concern, Anxiety and
Depression in Psoriasis Patients. Health Psychol.
2022; 10(40): 151-164. [Persian]
7. Solgi Z, Hosseini M. The effectiveness of
metacognitive therapy on rumination, tolerance of
ambiguity and perception worry in students with
social anxiety disorder. J Sch Couns. 2021; 1(2): 1-18.
[Persian]
8. Rajabi, M., Malihi Al-Zackerini, S., Asadi, J.,
Mirzaei, M. R. The Effectiveness of Moritz-Based
Metacognitive Training on Fasting Blood Sugar
Levels and Difficulty of Regulating Emotion in
Patients with Type 2 Diabetes. Sadra Med J. 2021;
9(3): 311-324. [Persian]
9. Shafii S, Jannati M. The effect of metacognitive
strategies on academic progress. Rese Islam Stud.
2018; 11(2): 36-48. [Persian]
10. Jenaabadi H. The relationship of metacognitive
strategies and creativity with learning styles of
students who have siblings with internalizing,
externalizing, and emotional disorders. Biquarterly J
Cognitive Strategies Learn, 2016; 4(6): 1-15.
[Persian]
11. Arsyad S, Villia AS. Exploring the Effect of Digital
Literacy Skill and Learning Style of Students on Their
Meta-Cognitive Strategies in Listening. Int J Instruct.
2022 Jan;15(1):527-46.
12. Panahandeh A, Davoodi H, Taghvaie D, Abdi Zarrin
S. Structural Equation Model of Academic
Performance and Academic Success based on
Learning Styles and Metacognitive Skills of Reading
by Mediating Role of Academic Engagement in Male
Students in Secondar Schools. Knowl Rese Appl
Psychol, 2022; 23(3): 232-248. [Persian]
13. Jannat Alipour Z, Navvabi N, Jahanshahi M.
Evaluation of Nursing Students' Learning Styles
Based on VARK Learning Pattern in Ramsar School
of Nursing & Midwifery. Mededj. 2013; 1 (2) :37-45.
[Persian]
14. Mehdipour M, Mortazavi H, Yazdani J, Dastan pour
S, Namdari M, Moradi M. Learning Styles of Dental
Students at Shahid Beheshti University of Medical
Sciences Using VARK Questionnaire. Iran J Med
Educ. 2018; 18 :176-182. [Persian]
15. Ahmadi M, Allami A. Comparison of health workers
learning styles based on vark and kolbs’questionnaires
and their relationship with educational achievement.
Res medic educat. 2014;6(1):18-27. [Persian]
16. Yang C. Learning Strategy Use of Chinese PhD
Students of Social Sciences in Australian Universities
[PhD thesis]. Australia: Griffith University. 2019.
17. Sheibanifar, R., Karimi, I., Hashemi, S.,
Hamidipour, R. Comparison of academic self-concept
and academic excitement of students from divorced
and united families in the post-corona era. Res Child
Adoles Psych. 2023; 2(1): 45-56. [Persian]
18. Gulshanpour M, Bahrami H. The effectiveness of
teaching self-regulation learning strategies on
academic self-concept and academic success of first
secondary school girls. Sci Quart J Sociol Edu. 2016;
10(10), 69-84. [Persian]
19. Torabizadeh C, Dokoohaki R, Rambod M,
Raeiskarimian F. The Correlation between Academic
Self-Concept and Learning Climate in Nursing
Students after Experiencing Preceptorship Program.
Sadra Med J. 2016; 4(2): 89-98. [Persian]
20. keshtvarz kondazi E, Salehi M. R, Esmaeili B. The
Effectiveness of Metacognitive Strategies Training on
Students' Self-Concept and Academic Performance.
Quart J Educ Stud. 2020; 6(21): 17-31. [Persian]21. Rashidzadeh A, Badri R, Fathi Azar E, Hashemi T.
Interactive Effectiveness of training Selfregulated -
Metacognitive Strategies and Academic Self-Concept
on Academic Resilience and Positive Emotions. Soc
Cognition. 2019; 8(1): 141-164. [Persian]
22. Safarpour Dehkordi S, Shokri A. The effectiveness
of multimedia educational design based on cognitive
load theory on students' academic achievement and
self-concept in fifth grade science course. J
Transcendent Educ. 2023; 3(2): 49-64. [Persian]
23. Safarpour Dehkordi S, Jojam P. The effect of
cognitive and metacognitive strategies on self-concept
and procrastination of first secondary students.
Transcendent Educ Quart. 2022; 3(2): 49-64.
[Persian]
24. Amini, N, Zamani B. E, Abedini Y. Medical
Students' Learning Styles. Iran j med educ. 2010; 10(2
(26)): 141-146. [Persian]
25. Jahtalab Ziabari, M. The effectiveness of teaching
metacognition and creativity strategies on academic
self-concept, academic thesis for obtaining a master's
degree, field of psychology, general orientation,
psychology education department, faculty of
humanities, Islamic Azad University, Rasht branch.
2014. [Persian]
26. Edrisi, A., Balaali, A. Persian Literature from 1962
to the Islamic Revolution of Iran (A CriticalDiscourse-Analysis-Based Criticism). Contemp
Persian Liter, 2015; 4(4): 25-49. [Persian]
27. Ansar-al-Hossaini, S. H., abedi, M., Nilforoshan, P.
The Relationship between Academic Self-Concept
and Academic Engagement with regard to the
Mediating Role of Academic Self-Efficacy and SelfRegulatory Learning Approaches. J Appl Psychol
Res, 2021; 12(1): 39-58. [Persian]
28. Amini N, Zamani B E, Abedini Y. Medical Students'
Learning Styles. Iran J Med Educ. 2010; 10 (2) :141-
147. [Persian]
29. Hosseini, S. A., Maleki, B. Explaining Academic
Emotions Based on Academic Support and
Achievement Goal Orientation: The Mediating Role
of Academic Self-regulation. Res Cognitive Behav
Sci. 2022; 12(2): 143-168. [Persian]
30. Ebrahimzadeh G, Jadidi H, Yarahmadi Y, Moradi O.
Developing a Causal Model of Academic Satisfaction
Based on Academic Self-Confidence and Academic
Optimism Mediated by Metacognitive Strategies of
Male Students. Educ Strategy Med Sci. 2021; 14 (2)
:10-19. [Persian]
31. Wang Y, Tang W, Cao L, Li Y. Self-concept clarity
and Internet addiction disorder among junior high
school students: A moderate mediation model. Front.
Mol. Psychiatry. 2022; 18;13:989128.
32. Mohajer S, Li Yoong T, Chan CM, Danaee M,
Mazlum SR, Bagheri N. The effect of professional
portfolio learning on nursing students’ professional
self-concepts in geriatric adult internship: a-quasiexperimental study. BMC Med. Educ. 2023;
15;23(1):114.
33. Zorza JP, Marino J, Mesas AA. Executive Functions
as Predictors of School Performance and Social
Relationships: Primary and Secondary School
Students–ERRATUM. T Spanish J Psychol. 2016; 19:
E40.