تأثیر آموزش راهبرد های یادگیری و مطالعه با تأثیر آموزش تنظیم هیجانی بر تاب آوری تحصیلی و اضطراب امتحان دانش آموزان دختر دبیرستانی منطقه نه تهران

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران.

2 عضو هیات علمی، دکترای روانشناسی تربیتی،دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران.

3 عضو هیات علمی، دکترای روانشناسی،دانشگاه آزاد اسلامی، واحد علوم تحقیقات، تهران، ایران.

چکیده

پژوهش حاضر با هدف مقایسه تأثیر آموزش راهبرد های یادگیری و مطالعه با تأثیر آموزش تنظیم هیجانی بر تاب آوری تحصیلی و اضطراب امتحان دانش آموزان دختر انجام شد. روش این پژوهش شبه آزمایشی از نوع پیش آزمون- پس آزمون با گروه کنترل است. برای این منظور تعداد 60 دانش آموز از بین 31 مدرسه پس از اجرای پیش آزمون و غربالگری به صورت تصادفی در سه گروه (گروه اول: آموزش راهبرد های یادگیری و مطالعه،گروه دوم : آموزش تنظیم هیجانی و گروه سوم: بدون آموزش ) قرار گرفتند. پس از طی10 جلسه آموزشی که در مورد هر کدام از گروه‌های اول و دوم اجرا شد نتایج پس آزمون توسط پرسشنامه‌های اضطراب امتحان و تاب آوری تحصیلی جمع آوری و سپس با روش‌های آماری تحلیل واریانس چند متغییری و آزمون شفه نمرات پیش آزمون و پس آزمون دو گروه آزمایش و کنترل مورد مقایسه قرار گرفت. نتایج حاصل از تجزیه و تحلیل داده ها نشان داد که آموزش راهبردهای یادگیری و مطالعه نسبت به آموزش تنظیم هیجانی دارای اثرگذاری به مراتب معنادارتری بر میزان کاهش اضطراب امتحان و نیز بر میزان تاب آوری تحصیلی می باشد.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Teaching Learning Strategies and Study on the Effect of Emotional Regulation Education on Academic Resilience and Exercise Anxiety among High School Girl Students in District No 9 of Tehran

نویسندگان [English]

  • Maniya Isaiah Mania 1
  • aliakbar saif 2
  • hasan ahadi 3
  • fariborz dortaj 3
1 Ph.D Student in Educational Psychology, Islamic Azad University, Science and Research Branch of Tehran, Iran
2 Faculty Member, Ph.D. in Educational Psychology, Islamic Azad University, Tehran Research Branch, Tehran, Iran.
3 Faculty Member, PhD in Psychology, Islamic Azad University, Tehran Research Branch, Tehran, Iran
چکیده [English]

This study was conducted with the aim of comparing the effects of teaching learning and study strategies with the impact of emotional regulation training on academic resilience and test anxiety of female high school students. This was a quasi-experimental method with pretest-posttest and control group. For this purpose, 60 students out of 31 schools were randomly placed in three groups (first group: teaching learning and study strategies, second group: emotional regulation training and third group: no education) after the conduction of the pretest and screening. After ten educational sessions regarding both the first and second groups, the results of the posttest by the two questionnaires of test anxiety and academic resilience were gathered and then the scores of the pretest and the posttest of the control and experimental groups were compared by the multivariate analysis methods and Schefe test. The results of data analysis showed that teaching learning and study strategies has a more significant efficiency rather than emotional regulation training on the reduction of test anxiety and the academic resilience.

کلیدواژه‌ها [English]

  • Learning and Study Strategies
  • Emotional Regulation Training
  • academic resilience
  • test anxiety
  • Students
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