پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 49 |
| تعداد شمارهها | 1,308 |
| تعداد مقالات | 11,245 |
| تعداد مشاهده مقاله | 23,482,443 |
| تعداد دریافت فایل اصل مقاله | 15,808,170 |
اثربخشی آموزش راهبردهای یادگیری تعاملی بر یادگیری خودراهبر، خودتنظیمی و ارزشگذاری تکالیف دانشآموزان | ||
| مطالعات نوین در علوم تربیتی | ||
| دوره 1، شماره 3، اسفند 1404، صفحه 95-109 اصل مقاله (734.76 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/ns.2026.76958.1031 | ||
| نویسندگان | ||
| سعیده خجسته* 1؛ یاسین سفاری2؛ جلیل خجسته3 | ||
| 1استادیار گروه علوم تربیتی دانشگاه پیام نور | ||
| 2کارشناسی ارشد تاریخ و فلسفه اموزش و پرورش | ||
| 3رییس گروه فناوری اطلاعات اداره کل اموزش و پرورش استان کرمان | ||
| چکیده | ||
| تحقیق حاضر با هدف بررسی اثربخشی آموزش راهبردهای یادگیری تعاملی بر یادگیری خودراهبر، خودتنظیمی و ارزشگذاری تکالیف دانشآموزان پسر پایه ششم ابتدایی شهرستان بندر خمیر انجام شد. پژوهش یک مطالعه نیمه آزمایشی با طرح پیشآزمون-پسآزمون با گروه کنترل بود. که از بین جامعه آماری یک نمونه 40 نفری روش نمونه گیری تصادفی خوشه ای دو مرحله ای انتخاب و صورت تصادفی در دو گروه آزمایش 20 نفر و در گروه کنترل 20 نفر قرار داده شدند. ابزار اندازه گیری سه پرسش نامه یادگیری خودراهبر فیشر و همکاران (2001)، پرسشنامه خودتنظیمی بوفارد و همکاران ( 1995) ،پرسشنامه ارزشگذاری تکالیف پینتریج، و همکاران(1991) و پروتکل آموزشی جیک ساو (2020) که در 10 جلسه آموزشی با فراوانی هر هفته 1 جلسه و هر جلسه 90 دقیقه به گروه آزمودنی آزمایش آموزش داده شد.پس از تدوین فرضیات تحقیق،جهت تحلیل داده های تحقیق که توسط نرم افزار SPSS انجام پذیرفت، نتایج حاصل از تجزیه و تحلیل داده ها نشان داد که استفاده از آموزش راهبردهای یادگیری تعاملی برای دانشآموزان به طور معناداری میزان یادگیری خودراهبر،خودتنظیمی و ارزشگذاری تکالیف در آنها را بهبود می بخشد و این تاثیرگذاری هم به صورت کلی و هم به صورت جزئی مورد تایید بوده است.باتوجه به یافته های تحقیق پیشنهاد می شود،استفاده از آموزش راهبردهای یادگیری تعاملی در کارگاه های آموزشی و تربیتی بیش از پیش مورد توجه معلمان، مربیان پرورشی و والدین قرار گیرد. | ||
| کلیدواژهها | ||
| راهبردهای یادگیری تعاملی؛ یادگیری خود راهبر؛ خودتنظیمی؛ ارزشگذاری تکالیف | ||
| عنوان مقاله [English] | ||
| The Effectiveness of Teaching Interactive Learning Strategies on Self-Directed Learning, Self-Regulation and Assignment Value in Students | ||
| نویسندگان [English] | ||
| Saeideh Khojasteh1؛ Yasin sofari2؛ Jalil Khojasteh3 | ||
| 1prof assistant in education in payam noor university | ||
| 2M.A in history and philosophy of education | ||
| 3Head of Information Technology Department, General Directorate of Education, Kerman Province | ||
| چکیده [English] | ||
| The present study proposed to investigate the effectiveness of teaching of interactive learning strategies on self-directed learning, self-regulation, and homework evaluation among sixth-grade male elementary school students in Bandar Khamir city. The research was a quasi-experimental study with a pretest-posttest design with a control group. From the statistical population, a sample of 40 people was selected using a two-stage cluster random sampling method and randomly assigned to two experimental groups of 20 people and a control group of 20 people. The measurement tools were the three self-directed learning questionnaires of Fisher et al. (2001), the self-regulation questionnaire of Bouffard et al. (1995), the homework evaluation questionnaire of Pintrich et al (1991), and the jakesaw educational protocol (2020), which were taught to the experimental group in 10 training sessions with a frequency of 1 session per week and each session lasting 90 minutes. After formulating the research hypotheses, the results of the data analysis, which was conducted using SPSS software, showed that the use of interactive learning strategies training for students significantly improves the level of self-directed learning, self-regulation, and homework evaluation in them, and this effectiveness has been confirmed both in general and in detail. According to the research findings, it is suggested that the use of interactive learning strategies training in educational and training workshops should be given more attention by teachers, educational coaches, and parents. | ||
| کلیدواژهها [English] | ||
| Interactive Learning, Self-Directed Learning, Self-Regulation, Assignment Value, Jigsaw Method | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Bandura, A. (2001).Social cognitive theory: An agentic perspective.Annual Review of Psychology, 52, 1–26. DOI: 10.1146/annurev.psych.52.1.1
Broadbent, J. Panadero, E. Lodge, J. M. Fuller-Tyszkiewicz, M. (2023). The self-regulation for learning online (SRL-O) questionnaire. Educational Technology Research and Development, 71 (1), 135–163..https://doi.org/10.1007/s11409-022-09319-6
Eccles, J. S. Wigfield, A. (2002). Motivational beliefs, values, and goals.Annual Review of Psychology, 53, 109–132.DOI: 10.1146/annurev.psych.53.100901.135153
Fernández Ortube, A. Panadero, E. Dignath, C. (2024). Self-regulated learning interventions for pre-service teachers: A systematic review. Educational Psychology Review, 36, 113.
- Finn, A. Fitzgibbon, C. Fonda, N. Gosling, C. M. (2025). Self-directed learning and the student learning experience in undergraduate clinical science programs: A scoping review. Advances in Health Sciences Education, 30, 973–1005. https://doi.org/10.1007/s10459-024-10383-7.
Fisher, R. (2001). Teaching thinking to children. Translated by M. Safaei-Moghaddam & A. Najarian (2016). Rasesh Publications.
Gillis, R. M. (2016).Cooperative learning: Review of research and practice.In APA Educational Psychology Handbook (Vol. 3). DOI: 10.1037/13275-005
Han, I. (2025). Development of self-directed learning readiness of English language learners through mobile-assisted problem-based learning. International Journal of Educational Research, 133, 102729. https://doi.org/10.1016/j.ijer.2025.102729
Andrews, S. E. Aikens, M. L. (2018). Life science majors’ math–biology task values relate to student characteristics and predict the likelihood of taking quantitative biology courses. Journal of Microbiology & Biology Education, 19(2). https://doi.org/10.1128/jmbe.v19i2.1589
Bransen, D. Govaerts, M. J. B. Panadero, E. (2022). Putting self‐regulated learning in context: Integrating self-, co-, and socially shared regulation of learning. Medical Education, 56 (1), 29–36. https://doi.org/10.1111/medu.14566
Fereydouni, L. (2013). Comparison of task self-regulation components (task value, metacognition, effort, and persistence) among female students in the second grade of middle school and the second grade of high school in gifted and regular schools in Ahvaz (Master’s thesis). Shahid Chamran University of Ahvaz, Ahvaz, Iran. https://ganj.irandoc.ac.ir/#/articles/3e32784a948fb93383fd052c0d964ad7
Fisher, M. King, J. & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21(7), 516–525. https://doi.org/10.1054/nedt.2001.0580
Hanson, A. Moser, K. (2003). Active learning increases student engagement and improves learning. Educational research and practice resources. Retrieved from https://www.dl1.enus.nina.az/Active_learning.html
Heikkinen, S. Saqr, M. Malmberg, J. Järvelä, S. (2023). Supporting self-regulated learning with learning analytics interventions: A systematic literature review. Education and Information Technologies, 28, 3059–3088. (https://doi.org/10.1007/s10639-022-11281-4)
Hosseinitabaghdehi, L. salehi, M. (1397) “Relationship between Self-directed Learning and Self-efficacy of Students with the mediator role of information literacy.” Information and Communication Technology in Educational Sciences, 8(31): 21-45. https://sanad.iau.ir/Journal/ictedu/Article/1006371
Joo, Y. J. Lim, K. Y. Kim, J. (2013). Locus of control, self-efficacy, and task value as predictors of learning outcomes in an online university context. Computers & Education, 62, 149–158. https://doi.org/10.1016/j.compedu.2012.10.027
Klassen, R. M. Tze, V. M. C. (2014). Teachers’ self‑efficacy, personality, and teaching effectiveness: A meta‑analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001- Lavasani, G. A., Khezri Azar, M., & Amani, J. (2021). Gender differences in self-efficacy, achievement goals, task value, cognitive engagement, and mathematics achievement. *Social Psychological Studies of Women, 1(9), 7–32. https://www.sid.ir/paper/66191
Lee, J. Lee, M. Bong, M. (2013). High value with low perceived competence as an amplifier of self‑worth threat. In D. McInerney, H. Marsh, R. Craven, & F. Guay (Eds.), Theory driving research: New wave perspectives on self‑processes and human development (pp. 205–231). Charlotte, NC: Information Age. https://www.cambridge.org/core/books/cambridge-handbook-of-motivation-and-learning/selfefficacy-in-learning/7F76B577F3A336A71FE6A2E52A125267
Mazandarani, O. (2024). Self-regulated learning in ESL/EFL contexts: A methodological exploration. Humanities and Social Sciences Communications, 11, 11-18. https://doi.org/10.1057/s41599-024-03617-x
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. DOI: 10.3389/fpsyg.2017.00422
Panadero, E. (2017). A review of self‑regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, Article 422. https://doi.org/10.3389/fpsyg.2017.00422
Peetsma, T. T. D. Van der Veen, I. (2009). Influencing students’ motivation for school: The case for first-year students in the Netherlands in the lowest level of secondary school. In M. Wosnitza, S. A. Karabenick, A. Efklides & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (pp. 299–320). Hogrefe & Huber.
Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self‑regulated learning in college students. Educational Psychology Review, 16(4), 385–407. https://doi.org/10.1007/s10648‑004‑0006‑x
Wigfield, A. Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Yamagata‑Lynch, L. C. Do, J. Skutnik, A. L. Thompson, D. J. Stephens, A. F. Tays, C. A. (2015). Design lessons about participatory self‑directed online learning in a graduate‑level instructional technology course. Open Learning: The Journal of Open, Distance and e‑Learning, 30(2), 178–189. https://doi.org/10.1007/s10648-024-09919-5
Zimmerman, B. J. (2002). Becoming a self‑regulated learner: An overview. Theory into Practice, 41(2), 64- 70. | ||
|
آمار تعداد مشاهده مقاله: 138 تعداد دریافت فایل اصل مقاله: 18 |
||
