مقایسه‌ اثربخشی مدل مبتنی بر انگیزه پیشرفت و آموزش مهارت‌های اجتماعی بر خودکارآمدی تحصیلی در دانش‌آموزان مبتلا به ناتوانی‌های یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد روان‌شناسی، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

2 دانشجوی دکتری روان شناسی،گروه روانشناسی، واحد اردبیل، دانشگاه آزاد اسلامی، اردبیل، ایران.

3 استادیار علوم تربیتی، دانشگاه آزاد اسلامی واحد اردبیل، ایران

چکیده

اهداف: هدف پژوهش حاضر بررسی مقایسه اثربخشی مدل مبتنی بر انگیزه پیشرفت و آموزش مهارت‌های اجتماعی بر خودکارآمدی تحصیلی در دانش آموزان مبتلا به ناتوانی‌های یادگیری بود.
مواد و روش ها: روش پژوهش حاضر، آزمایشی با طرح پیش- آزمون- پس‌آزمون با گروه کنترل بود. جامعه آماری این تحقیق شامل کلیه دانش‌آموزان ثبت‌نام شده در مرکز ناتوانی‌های یادگیری آموزش‌ و پرورش شهر اردبیل در سال تحصیلی 1401 بود از این میان تعداد 45 نفر به‌صورت نمونه‌گیری در دسترس انتخاب و پس از جایگزینی تصادفی در سه گروه آزمایشی و گروه کنترل مورد مطالعه قرار گرفتند (در هر گروه 15 نفر) انتخاب شد. ابزار جمع‌آوری اطلاعات، پرسشنامه‌ خودکارآمدی تحصیلی جینکس و مورگان (1999) بود. فرآیند اجرا مدل مبتنی بر انگیزه پیشرفت به مدت 5 جلسه و مهارت‌های اجتماعی 8 جلسه پرداختند و گروه کنترل هیچ مداخله‌ای را دریافت نکردند. نتایج با استفاده از نرم افزار SPSS نسخه 25 و آزمون کوواریانس تک متغیره تجزیه ‌وتحلیل شد.
یافته ها: نتایج تحلیل کوواریانس نشان داد که بعد از کنترل اثرات پیشآزمون، تفاوت آماری معنیداری بین میانگین نمرات سه گروه آزمایش و کنترل، در نمره کل متغیر خودکارآمدی تحصیلی (640/51=F) وجود دارد.
نتیجه گیری: بنابراین، آموزش مهارت‌های اجتماعی و مدل مبتنی بر انگیزش پیشرفت می‌تواند تأثیر مثبتی بر خودکارآمدی تحصیلی دانش آموزان دارای اختلال یادگیری داشته باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Comparing the effectiveness of the model based on progress motivation and social skills training on academic self-efficacy in students with learning disabilities.

نویسندگان [English]

  • Mohammad Narimani 1
  • Mohammad Sahebgharan fard 2
  • Asghar Nokhostin Goldoost 3
1 Professor of Psychology, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
2 PhD Student of Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
3 Assistant Professor of Educational Sciences, Ardabil Branch, Islamic Azad University, Ardabil, Iran.
چکیده [English]

Objective: The purpose of this study was to compare the effectiveness of the model based on the motivation of progress and social skills training on academic self-efficacy in students with learning disabilities.
Methods: Method of the current research was an experiment with a pre-test-post-test design with a control group. The statistical population of this research included all the students enrolled in learning disabilities center of Ardabil city in the academic year of 2022, from among them 45 people were selected by available sampling and after random replacement, they were studied in three experimental groups and a control group. (15 people in each group) were selected. The data collection tool was academic self-efficacy questionnaire (Jinks & Morgan, 1999). The implementation process of the model based on the progress motivation lasted for 5 sessions and social skills for 8 sessions, and the control group did not receive any intervention.
Results: The results were analyzed using spss-25 and univariate covariance test. The results of covariance analysis showed that after controlling for pre-test effects, there is a statistically significant difference between the average scores of the three experimental and control groups in the total score of the academic self-efficacy variable (F=51.640).
Conclusion: Therefore, education social skills and the model based on the motivation of progress can have a positive effect on the academic self-efficacy of students with learning disabilities.

کلیدواژه‌ها [English]

  • Achievement Motivation
  • Social Skills
  • Academic Self-efficacy
  • Learning Disabilities
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