اثربخشی استراتژی یاددهی-یادگیری مغز محور بر انعطاف‌پذیری شناختی و اشتیاق تحصیلی دانش‌آموزان دارای اختلال یادگیری خاص

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی، دانشگاه ارومیه، گروه روانشناسی، ارومیه، ایران

2 دانشیار گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

3 استاد گروه روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران

چکیده

هدف: پژوهش حاضر با هدف بررسی اثربخشی استراتژی یاددهی-یادگیری مغز محور بر انعطاف‌پذیری شناختی و اشتیاق تحصیلی دانش‌آموزان دارای اختلال یادگیری خاص صورت گرفته است.
روش‌ها: روش تحقیق مطالعه حاضر با توجه به موضوع آن، نیمه‌آزمایشی از نوع پیش آزمون-پس آزمون با گروه کنترل بود. جامعه آماری تحقیق حاضر شامل کلیه دانش آموزان پایه ششم ابتدایی دارای اختلال یادگیری خاص شهر بابل در سال تحصیلی 05-1404 بودند. نمونه آماری تحقیق شامل 40 نفر از دانش‌آموزان دارای اختلال یادگیری خاص بودند که به روش نمونه گیری در دسترس و بر اساس ملاک‌های ورود و خروج انتخاب و به‌صورت تصادفی در دو گروه آزمایش (20 نفر) و کنترل (20 نفر) گمارش گردید. برای جمع آوری اطلاعات از پرسشنامه انعطاف پذیری شناختی دنیس و همکاران (2010) و پرسشنامه اشتیاق تحصیلی فردریکز و همکاران (2004) استفاده شده است. گروه آزمایش تحت‌ مداخله‌ با استراتژی‌های یاددهی‌-یادگیری مغز محور فلوریدا (2016) طی 18 جلسه 2 ساعته، هفته ایی 2 جلسه قرار گرفتند.
یافته ها: نتایج تحلیل واریانس چندمتغیره نشان داد بین گروه آزمایش و کنترل در انعطاف پذیری شناختی و اشتیاق تحصیلی تفاوت آماری معناداری وجود دارد. به طوری که میانگین گروه آزمایش در انعطاف پذیری شناختی و اشتیاق تحصیلی به طور معناداری بالاتر از گروه کنترل می باشد (001/0P<).
نتیجه گیری: یافته‌های این پژوهش اطلاعات مفیدی را در ارتباط با مداخله استراتژی یاددهی-یادگیری مغز محور فراهم می‌کند و مشاوران و روان‌شناسان می‌توانند برای بهبود انعطاف‌پذیری شناختی و اشتیاق تحصیلی دانش آموزان دارای اختلال یادگیری خاص از این مداخله استفاده نمایند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigate the effectiveness of brain-based teaching-learning strategy on cognitive flexibility and academic enthusiasm of students with specific learning disabilities

نویسندگان [English]

  • Hiba Mohsin Mohammed 1
  • Esmaeil Soleimani 2
  • Ali Essazadeghan 3
1 PhD student in psychology, Department of Psychology, Urmia University, Urmia, Iran.
2 Associate Professor, Department of Psychology, Urmia University, Urmia, Iran.
3 Professor, Department of Psychology, Urmia University, Urmia, Iran
چکیده [English]

Objective: The present study aimed to investigate the effectiveness of brain-based teaching-learning strategy on cognitive flexibility and academic enthusiasm of students with specific learning disabilities.
Methods: The research method of the present study, considering its subject, was a quasi-experimental pre-test-post-test type with a control group. The statistical population of the present study included all sixth grade students with specific learning disabilities in Babul city in the academic year 2026. The statistical sample of the study included 40 students with specific learning disabilities who were selected using the available sampling method and based on the inclusion and exclusion criteria and randomly assigned to two experimental groups (20 people) and control (20 people). Were used to collect data the cognitive flexibility questionnaire of Dennis et al. (2010) and the academic enthusiasm questionnaire of Fredericks et al. (2004). The experimental group underwent intervention with Florida Brain-Centered Teaching-Learning Strategies (2016) during 18 2-hour sessions, 2 sessions per week.
Findings: The results of multivariate analysis of variance showed that there was a statistically significant difference between the experimental and control groups in cognitive flexibility and academic enthusiasm. So that the average of the experimental group in cognitive flexibility and academic enthusiasm was significantly higher than the control group (P<0.001).
Conclusion: The findings of this study provide useful information regarding the intervention of brain-centered teaching-learning strategies, and counselors and psychologists can use this intervention to improve cognitive flexibility and academic enthusiasm of students with specific learning disabilities.

کلیدواژه‌ها [English]

  • cognitive flexibility
  • academic enthusiasm
  • brain-based teaching-learning strategy
  • specific learning disabilities

مراجع

اخوی ثمرین، ز.و طهماسبی، ش. (1404). الگوی روابط ساختاری اشتیاق تحصیلی بر اساس بی اشتیاقی اخلاقی با میانجی­ گری خودکارآمدی تحصیلی در دانش ­آموزان. فصلنامه روانشناسی مدرسه و آموزشگاه، 14(1)، 1-10. [DOI:0.22098/jsp.2025.16904.6087]
دلاور، ع. (1385 ). مبانی نظری و عملی پژوهش در علوم انسانی و اجتماعی. تهران: رشد، چاپ چهارم.
 کهندانی، م.، و ابوالمعالی الحسینی، خ. (1395). ساختار عاملی و ویژگی‌های روان‌سنجی نسخه فارسی پرسشنامه‌ی انعطاف‌پذیری شناختی دنیس وندروال و جیلون. فصلنامه روش‌ها و مدل‌های روان‌شناختی، 8(3)، 29-20. https://www.sid.ir/paper/227485/fa
زارع، م.، و براتعلی، م. (1401). تاثیر استراتژی های یاددهی-یادگیری مغز محور بر شایستگی اجتماعی دانش آموزان پایه اول دبستان شهر اصفهان. آموزش پژوهی نوین، 8 (32)، 75-84.    https://journals.cfu.ac.ir/article_2548.html?lang=en
شاره، ح.، و اسحاقی ثانی، م. (1397). نقش پیش‌بین شخصیت بامدادی شامگاهی، انعطاف‌پذیری شناختی و تنظیم شناختی هیجان در رضایت زناشویی زنان میانسال. مجله روانپزشکی و روانشناسی ایران، 24 (4)، 295-286. https://sid.ir/paper/16986/fa
References
Akhavi Samarein, Z. & Tahmasebi, S. (2025). The structural relationship model of academic engagement based on moral disengagement with the mediation of academic self-efficacy in students (Persian). Journal of School Psychology and Institutions, 14(1), 1-10. [DOI:org/10.22098/jsp.2025.16904.6087]
Abbasi, M., Dargahi, S., Pirani, Z., & Bonyadi, F. (2015). Role of procrastination and motivational self-regulation in predicting students’ academic engagement. Iranian journal of medical education, 15, 160-169. http://ijme.mui.ac.ir/article-1-3624-en.html  
AL-onizat, S. H. H., & AL-Qatawneh, Y. H. O. (2019). The Effectiveness of an Educational Program Built on the Brain-Based Learning Theory in Improving Mathematical Skills and Motivation for Learning among Student with Learning Disabilities in Jordan. Modern Applied Science, 13(11), 1-1.‏ [DOI:10.5539/mas.v13n11p1]
Amani, E., Fadaei, E., Tavakoli, M., Shiri, E., & Shiri, V. (2018). Comparison among children with specific learning disorder (SLD) and typically children on measures of planning, selective attention and cognitive flexibility. Journal of Learning disabilities, 7(2), 94-111.‏ [DOI:10.22098/JLD.2018.617]
Arcangeli, V., Moriconi, F., Marfoli, A., Lino, F., Vannuccini, S., & Mercuri, E. M. (2023). Specific learning disorders (SLD) and behavior impairment: comorbidity or specific profile? Children, 10(8), 1356.‏ [DOI:10.3390/children10081356]
Baddeley, A. (1992). Working memory. Science, 255(5044), 556–559. [DOI:10.1126/science.1736359]
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1, pp. 33-52). Englewood Cliffs, NJ: Prentice-hall.
Blair, C., Zelazo, P. D., & Greenberg, M. T. (2016). Measurement of executive function in early childhood: A special issue of developmental neuropsychology. Psychology Press.
Bozatlı, L., Aykutlu, H. C., Sivrikaya Giray, A., Ataş, T., Özkan, Ç., Güneydaş Yıldırım, B., & Görker, I. (2024). Childnre at risk of specific learning disorder: A study on prevalence and risk factors. Children, 11(7), 759.‏ [DOI:10.3390/children11070759]
Chacko, D., & Vidhukumar, K. (2020). The prevalence of specific learning disorder among school-going children in Ernakulam district, Kerala, India: Ernakulam learning disorder (ELD) study. Indian journal of psychological medicine, 42(3), 250-255.‏ [DOI:10.4103/IJPSYM.IJPSYM_199_19]
Chieffo, D. P. R., Arcangeli, V., Moriconi, F., Marfoli, A., Lino, F., Vannuccini, S., ... & Mercuri, E. M. (2023). Specific learning disorders (SLD) and behavior impairment: comorbidity or specific profile? Children, 10 (8), 1356.‏ [DOI:10.3390/children10081356]
Cox, F. M. & Marshall, A. D. (2020). Educational engagement, expectation and attainment of children with disabilities: Evidence from the Scottish Longitudinal Study. British Educational Research Journal, 46(1), 222-246. [DOI:10.1002/berj.3576?utm_source=chatgpt.com]
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer Science & Business Media. https://link.springer.com/book/10.1007/978-1-4899-2271-7
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. [DOI:10.1207/S15327965PLI1104_01]
Delavar, A. (2005). Theoretical and practical foundations of research in humanities and social sciences. Tehran: Rushd, 4th edition. [in Persian]
Dennis, J. P., & Vander Wal, J. S. (2010). The Cognitive Flexibility Inventory: Instrument development and estimates of reliability and validity. Cognitive Therapy and Research, 34(3), 241–253. [DOI:10.1007/s10608-009-9276-4]
Dewey, J. (1986). Experience and Education. The Educational Forum, 50(3), 241–252. [DOI:10.1080/00131728609335764]
Doidge, N. (2007). The brain that changes itself: Stories of personal triumph from the frontiers of brain science. Penguin.
ElAdl, A. M. (2020). Effectiveness of a brain-based learning theory in developing mathematical skills and scientific thinking among students with learning disabilities in Oman. Psycho-Educational Research Reviews, 9(2), 67-74.‏ https://perrjournal.com/index.php/perrjournal/article/view/132/79
Faedda, N., Romani, M., Rossetti, S., Vigliante, M., Pezzuti, L., Cardona, F., & Guidetti, V. (2019). Intellectual functioning and executive functions in children and adolescents with attention deficit hyperactivity disorder (ADHD) and specific learning disorder (SLD). Scandinavian journal of psychology, 60(5), 440-446.‏ [DOI:10.1111/sjop.12562]
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.‏ [DOI:10.3102/00346543074001059]
Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American psychologist, 75(1), 37.‏ [DOI:10.1037/amp0000452]
Habibnezhad, A., A., Hashemi, Nosratabad, T., & Ghaffari, A. (2024). Effectiveness of Brain-based learning training in Psychopathology: Cognitive and Emotional Outcomes of Learning in Student Tutors. Journal of Research in Psychopathology, 5(17), 9-19. [DOI:10.22098/jrp.2024.13688.1202]
Hannafin, M. J., & Wieman, R. T. (2013). Brain-Based Learning: A Review. Educational Psychologist.
Harper, N. B. (2024). How Principles of Brain Based Learning Are Used in Title I High Schools and Its Effect If Any on Student Growth. Doctoral dissertation, Texas Wesleyan University.‏
Hohl, K., & Dolcos, S. (2024). Measuring cognitive flexibility: A brief review of neuropsychological, self-report, and neuroscientific approaches. Frontiers in Human Neuroscience, 18, 1331960.‏ [DOI:10.3389/fnhum.2024.1331960]
Igbeneghu, P. E. & Ademokoya, J. A. (2020). Effects of rational emotive behaviour therapy and assertiveness skills training on healthy sexual behaviours among adolescents with learning disabilities in Ibadan, Nigeria. European journal of education studies, 7(11). [DOI:10.46827/ejes.v7i11.3345]
Iaia, M., Vizzi, F., Carlino, M. D., Turi, M., Marinelli, C. V., & Angelelli, P. (2024). Specific learning disabilities and associated emotional-motivational profiles: a study in Italian university students. Frontiers in Psychology, 15, 1365980.‏ [DOI:10.3389/fpsyg.2024.1365980]
Jobst, B. C. (2011). Infantile Spasms: The Devil is in the Details, but Do We See the Forest for the Trees? Infantile Spasms. Epilepsy Currents, 11(5), 151-152.‏ [DOI:10.5698/1535-7511-11.5.151]
Khasawneh, M. A. S. (2021). Cognitive Flexibility of Students with Learning Disabilities in English Language and Its Relationship to Some Variables. Shanlax. International Journal of Education, 9(3), 49-56.‏ [DOI:10.34293/education.v9i3.4003]
Kim, J. Y., Kim, E., & Lee, I. (2021). Influence of Self-Esteem of Middle School Students for Mental Care on Academic Achievement: Based on the Mediation Effect of GRIT and Academic Enthusiasm. International. Journal of Environmental Research and Public Health, 18(13), 7025. [DOI:10.3390/ijerph18137025]
Kohandani, M., and Abolmaali-Husseini, Kh. (2016). Factor structure and psychometric properties of the Persian version of the Dennis Vanderwaal and Jillon Cognitive Flexibility Questionnaire. Journal of Psychological Methods and Models, 8(3), 29-20. https://sid.ir/paper/227485/fa  [in Persian]
Koithan, E. M., Demeter, D. V., Ali, S. A., Feigelis, M., & Greene, D. J. (2024). Cognitive flexibility in neurodevelopmental disorders: insights from neuroimaging and neuropsychology. Current Opinion in Behavioral Sciences, 59, 101429.‏ [DOI:10.1016/j.cobeha.2024.101429]
Kusuma, I., St Asriati, A. M., & Dewi, R. (2025). Enhancing Vocabulary Mastery through Brain-Based Learning Strategies: A Study on Junior High School Students. AL-ISHLAH: Jurnal Pendidikan, 17(2), 3490-3501.‏ https://journal.staihubbulwathan.id/index.php/alishlah/article/view/5362
Mujiyanto, J., Nurkamto, J., & Hartono, R. (2021). Building executive function with technological support: Brain-based teaching strategies. In Post Pandemic L2 Pedagogy (pp. 108-113). Routledge.‏
Nassar, E. G. A. (2019). The effects of brain-based learning approach on study habits and test anxiety among first-year preparatory school students with learning disabilities. Psycho-Educational Research Reviews, 8(1), 70-75. https://perrjournal.com/index.php/perrjournal/article/view/225
Nugiel, T., Mitchell, M. E., Demeter, D. V., Garza, A., Cirino, P. T., Hernandez, A. E., ... & Church, J. A. (2023). Brain engagement during a cognitive flexibility task relates to academic performance in English learners. Mind, Brain, and Education, 17(2), 149-160. [DOI:10.1111/mbe.12362]
Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford University Press. American Psychological Association. https://psycnet.apa.org/record/2004-13277-000
Raboca, H. M., & Carbunarean, F. (2024). Faculty support and students’ academic motivation. In Frontiers in Education (Vol. 9, p. 1406611). Frontiers Media SA.‏ [DOI:10.3389/feduc.2024.1406611]
Romano, G., & Latino, F. (2025). The Impact of Multisensory Learning Approaches on Cognitive and Emotional Development in Children with Intellectual Disabilities. International Journal of Education and Evaluation, 11(4). https://iris.unisalento.it/handle/11587/562091
Saleh Al Rasheed, L., & Hanafy, A. A. M. (2024). Effects of brain-based instruction on executive function and habits of mind among young children at-risk for learning disabilities. Applied Neuropsychology: Child, 13(4), 292-299.‏ [DOI:10.1080/21622965.2022.2161904]
Shabatat, K., & Al-Tarawneh, M. (2016). The Impact of a Teaching-Learning Program Based on a Brain-Based Learning on the Achievement of the Female Students of 9th Grade in Chemistry. Higher Education Studies, 6(2), 162-173.‏ https://eric.ed.gov/?id=EJ1102726
Shareh, H., & Eshaghi-Sani, M. (2018). The predictive role of morningness-eveningness personality, cognitive flexibility and cognitive emotion regulation in marital satisfaction of middle-aged women. Iranian Journal of Psychiatry and Psychology, 24 (4), 286-295. https://sid.ir/paper/16986/fa  [in Persian]
Shah, H. R., Sagar, J. K. V., Somaiya, M. P., & Nagpal, J. K. (2019). Clinical practice guidelines on assessment and management of specific learning disorders. Indian journal of psychiatry, 61(Suppl 2), 211-225.‏ [DOI:10.4103/psychiatry.IndianJPsychiatry_564_18]
Simpson, C. M. (2012). Special needs students need special instruction: A quantitative study of the impact of brain-based instruction on student achievement. Doctoral dissertation, Capella University.‏
Sivalingam, M., & Venkateswaran, R. (2024). A Systematic Review on Specific Learning Disability among School Students. Journal of the Indian Academy of Applied Psychology, 50(Special Issue), 147–155. https://jiaap.in/wp-content/uploads/2024/08/16-Sivalingam.pdf
Stang, K. (2022). Brain-Based Learning Methods and Student Achievement [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/898
Wong, E. H., Rosales, K. P., & Looney, L. (2023). Improving cognitive abilities in school-age children via computerized cognitive training: examining the effect of extended training duration. Brain Sciences, 13(12), 1618. [DOI:10.3390/brainsci13121618]
Zareh, M., & Baratali, M. (1401). The effect of brain-based teaching-learning strategies on the social competence of first-grade elementary school students in Isfahan. Modern Education Studies, 8 (32), 75-84. https://journals.cfu.ac.ir/article_2548.html?lang=en [in Persian]
Zhu, Y., Abidi, L., Savelberg, H. et al. (2024). Fostering university students’ autonomous motivation through a societal impact project: a qualitative study of students’ and teachers’ perspectives. BMC Med Educ 24, 1503. [DOI:10.1186/s12909-024-06494-9]
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70. [DOI:10.1207/s15430421tip4102_2]

فایل ها

هم رسانی

ارجاع به این مقاله

آمار