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الگوی ساختاری سازگاری تحصیلی بر اساس بار شناختی، انعطاف پذیری شناختی و آگاهی فراشناختی از راهبردهای مطالعه، نقش واسطه ای شایستگی هیجانی- اجتماعی و چشم انداز زمان | ||
| شناخت اجتماعی | ||
| مقاله 5، دوره 11، شماره 21، خرداد 1401، صفحه 51-67 اصل مقاله (874.41 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/sc.2022.65061.2785 | ||
| نویسندگان | ||
| فاطمه بیان فر* 1؛ نهضت راحلی مقدم2 | ||
| 1استادیار، گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران. | ||
| 2کارشناسی ارشد روان شناسی تربیتی، گروه و علوم تربیتی، دانشگاه پیام نور، تهران، ایران. | ||
| چکیده | ||
| مقدمه: هدف پژوهش حاضر بررسی الگوی ساختاری سازگاری تحصیلی بر اساس بار شناختی، انعطاف پذیری شناختی و آگاهی فراشناختی از راهبردهای مطالعه، با میانجی گری شایستگی هیجانی- اجتماعی و چشم انداز زمان بود.روش: روش پژوهش توصیفی -همبستگی و از نوع مدل یابی معادلات ساختاری بود.جامعه آماری این پژوهش کلیه دانش آموزان مقطع متوسطه شهرستان تالش در سال تحصیلی 1400-1401 بودند که از بین آن ها 384 نفر به صورت دسترس انتخاب شده و پرسشنامه ها را به صورت اینترنتی تکمیل کردند.ابزار پژوهش شامل مقیاس سازگاری تحصیلی بیکر و سریاک (1984 )، پرسشنامه بار شناختی پاس،ون مرینبوئر و آدم (1994)، پرسشنامه انعطاف پذیری شناختی دنیس و وندروال (2010)، پرسشنامه آگاهی فراشناختی از راهبردهای مطالعه مختاری و ریچارد (2002)، مقیاس شایستگی هیجانی- اجتماعی مینگ ژو و جسی ای (2012)، پرسشنامه چشم انداز زمان زیمباردو و بوید (1999 )،بودند.یافته ها:نتایج تحلیل داده ها نشان داد شاخص های برازش مدل پیش بینی در وضعیت مطلوبی قرار دارد.نتایج تحلیل معادلات ساختاری و رگرسیون حاکی از معناداری ضرایب مسیر مستقیم بین متغیرهای بارشناختی و انعطاف پذیری شناختی با سازگاری تحصیلی در مدل نهایی بود.بر طبق مسیر اول،نقش واسطه ای مثبت شایستگی هیجانی-اجتماعی در رابطه بین انعطاف پذیری شناختی و آگاهی فراشناختی با سازگاری تحصیلی مشخص شد.در مسیر دوم مشخص شد که متغیر چشم انداز زمان(آینده متعالی) نقش مثبت بر اثر انعطاف پذیری شناختی و آگاهی فراشناختی بر سازگاری تحصیلی دارد. نتیجه گیری:بنابر این به کارگیری راهکارهای افزایش انعطاف پذیری شناختی و آگاهی فراشناختی و کاهش بار شناختی نامطلوب می‌تواند به افزایش سازگاری تحصیلی در دانش آموزان منجر شود. | ||
| کلیدواژه‌ها | ||
| سازگاری تحصیلی؛ بار شناختی؛ انعطاف پذیری شناختی؛ آگاهی فراشناختی؛ شایستگی هیجانی- اجتماعی | ||
| عنوان مقاله [English] | ||
| Structural Model of Academic Adjustment based on Cognitive Load, Cognitive Flexibility and Metacognitive Awareness of Study Strategies, Mediating Role of Social-Emotional Competence and Time Perspective | ||
| نویسندگان [English] | ||
| Fatemeh Bayanfar1؛ Nehzat Raheli Moghadam2 | ||
| 1Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran | ||
| 2Master's degree in Educational Psychology, Department of Educational Sciences, Payam Noor University, Tehran, Iran. | ||
| چکیده [English] | ||
| Objective: the aim of the present study was to investigate the structural model of academic adjustment based on cognitive load, cognitive flexibility, and metacognitive awareness, with the mediation of social-emotional competence and time perspective. Method:Research method was descriptive ,correlational and structural equation modeling.The statistical population included all high school students of Talesh city in the academic year 2021-2022, which Among them 384 people were selected by accessible sampling method and completed the questionnaires online. The instruments was include Baker & Seriak's academic adjustment scale (1984), Paas, Van Merenboer, Adam's (1994) cognitive load questionnaire, Dennis& Vanderwaal's (2010) cognitive flexibility questionnaire, Mokhtari &Richard's (2002) metacognitive awareness of reading strategies questionnaire, social-emotional competence scale by Ming Ming Zhou& Jesse E. (2012), Zimbardo &Boyd's time perspective questionnaire (1999). The results showed that the conceptual model developed had a good fit with the data. The results of structural equation analysis indicated the significance of the coefficients of the direct path between cognitive load and cognitive flexibility with academic adjustment in the final model. According to the first path, the positive mediating role of social-emotional competence in the relationship between cognitive flexibility and metacognitive awareness It was determined with academic adjustment. In the second path, it was found that the time perspective has a positive role due to cognitive flexibility and metacognitive awareness on academic adjustment. Conclusion: Using strategies to increase cognitive flexibility and metacognitive awareness and reduce undesirable cognitive load can lead to an increase in academic adjustment in students. | ||
| کلیدواژه‌ها [English] | ||
| Aacademic Adjustment, Cognitive Load, Cognitive Flexibility, Metacognitive Awareness, Social-Emotional Competence | ||
| مراجع | ||
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