۱۸۴۴۷پ
per
طراحی و اثربخشی آموزش مبتنی بر مدل مفهومی تجربه زیسته بر کاهش تعلل‌ورزی و ارتقای عملکرد تحصیلی دانش‌آموزان متوسطه
/سعید قره‌آغاجی
: تربیتی و روانشناسی
، ۱۳۹۶
، افشاری
چاپی
The purpose of this study was to develop a conceptual model of academic procrastination based on students' lived experiences, designing a procrastination measurement scale and determining the effectiveness of the training program on procrastination and academic performance. In this research, a sequential exploratory mixed design (qualitative-quantitative) was used. In the qualitative stage, the Corbin and Strauss grounded theory (2008) was applied. A sample of third-grade high school students in the academic year of 2015-16 was selected through purposeful and theoretical sampling. Semi-structured interviews were conducted to collect information. Sampling was completed after 30 students participated and when data saturation was obtained. Using the open and axial coding of the data and in an inductive manner, 43 sub-themes and 13 main themes identified. Extracted central category was the instrumental attitude toward learning. The design of the academic procrastination scale was carried out based on extracted components of the conceptual model of procrastination in the qualitative stage of research. After confirming content validity by the experts, for evaluating the psychometric properties of the scale, exploratory factor analysis, confirmatory factor analysis, convergent validity and internal consistency were used. Sample members for evaluating the psychometric properties of the academic procrastination scale including 696 students for exploratory and confirmatory factor analysis were selected using a multistage cluster sampling method, 58 students were selected by accessible sampling method and 63 students were selected by cluster sampling method to assess the criterion validity. The result of exploratory factor analysis revealed that there were seven factors on the scale. These factors also had an acceptable fit in the confirmatory factor analysis. The scale has a Cronbach alpha reliability coefficient of 0.88. The findings of the study showed that the academic procrastination scale has a high validity and reliability and can be used to measure procrastination tendency in the students. In the intervention phase, 64 male students of the third grade of high school were selected by cluster sampling method. One of the groups was randomly assigned to the experimental group (31 students) and the other to control group (33 students). For the experimental group, 8 sessions of the training package were presented. The results of covariance analysis showed that the training program reduced the students' procrastination and 50. of the variance for reduction of procrastination was due to the intervention. In spite of significant difference between the experimental and control groups after the implementation of the training program but the effect size of the increase in academic performance was 26
دکتری
روانشناسی تربیتی
۱۳۹۶/۱۱/۰۷
تبریز
پژوهش حاضر با هدف تدوین مدل مفهومی تعلل‌ورزی تحصیلی بر اساس تجارب زیسته دانش‌آموزان، طراحی مقیاس اندازه‌گیری تعلل‌ورزی و تعیین اثربخشی برنامه آموزشی بر تعلل‌ورزی و عملکرد تحصیلی اجرا گردید .در این پژوهش، طرح ترکیبی اکتشافی متوالی) کیفی- کمی (به‌کار گرفته شد .در مرحله‌ی کیفی روش نظریه زمینه‌ای ویرایش کوربین و اشتراوس (۲۰۰۸) مبنای عمل قرار گرفت .انتخاب نمونه از دانش آموزان پایه سوم دوره دوم متوسطه در سال تحصیلی۹۴ - ۹۵به روش نمونه‌گیری هدف‌مند و نظری انجام شد .برای گردآوری اطلاعات، مصاحبه‌های نیمه سازمان‌یافته اجرا شد .پس از مشارکت ۳۰ نفر از دانش‌آموزان و حصول به اشباع داده‌ها، نمونه‌گیری پایان یافت .با استفاده از کدگذاری باز و محوری داده‌ها و به شیوه‌ای استقرایی ۴۳ مضمون فرعی و ۱۳ مضمون اصلی مشخص شد .مقوله مرکزی استخراج‌شده" نگرش ابزاری به یادگیری "بود .مقیاس تعلل‌ورزی تحصیلی با استفاده از مؤلفه‌های استخراج‌شده مدل مفهومی تعلل‌ورزی در مرحله‌ی کیفی پژوهش طراحی شد .پس از تأیید روایی محتوا توسط صاحب‌نظران، برای ارزیابی روایی و پایایی مقیاس از روش‌های تحلیل عاملی اکتشافی و تحلیل عاملی تأییدی بهره گرفته شد .اعضای نمونه برای ارزیابی ویژگی‌های روان‌سنجی مقیاس تعلل‌ورزی تحصیلی شامل ۶۹۶ دانش‌آموز برای تحلیل عاملی اکتشافی و تأییدی به روش خوشه‌ای چندمرحله‌ای، ۵۸ دانش‌آموز برای مطالعه مقدماتی به روش نمونه‌گیری در دسترس و ۶۳ دانش‌آموز نیز به‌منظور محاسبه روایی ملاکی به روش نمونه‌گیری خوشه‌ای انتخاب شدند .نتیجه تحلیل عاملی اکتشافی حاکی از وجود ۷ عامل در مقیاس بود .این عامل‌ها در تحلیل عاملی تأییدی نیز برازش قابل‌قبولی با داده‌ها داشتند .برای محاسبه پایایی مقیاس از روش آلفای کرونباخ استفاده شد که مقدار ۸۸/۰ به دست آمد .یافته‌های پژوهش به‌طورکلی نشان داد که مقیاس تعلل‌ورزی تحصیلی از روایی و پایایی مناسبی برخوردار است و می‌توان از آن برای سنجش این گرایش در دانش‌آموزان استفاده نمود .در مرحله مداخله آزمایشی تعداد ۶۴ دانش‌آموز پسر پایه سوم متوسطه به روش نمونه‌گیری خوشه‌ای انتخاب شدند .یکی از گروه‌ها به‌طور تصادفی به گروه آزمایشی (۳۱ نفر (و دیگری به گروه گواه (۳۳ نفر (تخصیص یافتند .برای گروه آزمایشی ۸ جلسه محتوای بسته‌ی آموزشی ارائه گردید .نتایج تحلیل کوواریانس نشان داد که برنامه‌ی آموزشی، تعلل‌ورزی دانش‌آموزان را کاهش داده و ۵۰ درصد واریانس کاهش تعلل‌ورزی ناشی از اجرای برنامه‌ی آموزشی بوده است .بااین‌که پس از اجرای برنامه‌ی آموزشی گروه‌های آزمایش و گواه تفاوت معنی‌داری با هم داشتند، اندازه اثر افزایش عملکرد تحصیلی برای گروه آزمایشی ۲۶ درصد بود
The purpose of this study was to develop a conceptual model of academic procrastination based on students' lived experiences, designing a procrastination measurement scale and determining the effectiveness of the training program on procrastination and academic performance. In this research, a sequential exploratory mixed design (qualitative-quantitative) was used. In the qualitative stage, the Corbin and Strauss grounded theory (2008) was applied. A sample of third-grade high school students in the academic year of 2015-16 was selected through purposeful and theoretical sampling. Semi-structured interviews were conducted to collect information. Sampling was completed after 30 students participated and when data saturation was obtained. Using the open and axial coding of the data and in an inductive manner, 43 sub-themes and 13 main themes identified. Extracted central category was the instrumental attitude toward learning. The design of the academic procrastination scale was carried out based on extracted components of the conceptual model of procrastination in the qualitative stage of research. After confirming content validity by the experts, for evaluating the psychometric properties of the scale, exploratory factor analysis, confirmatory factor analysis, convergent validity and internal consistency were used. Sample members for evaluating the psychometric properties of the academic procrastination scale including 696 students for exploratory and confirmatory factor analysis were selected using a multistage cluster sampling method, 58 students were selected by accessible sampling method and 63 students were selected by cluster sampling method to assess the criterion validity. The result of exploratory factor analysis revealed that there were seven factors on the scale. These factors also had an acceptable fit in the confirmatory factor analysis. The scale has a Cronbach alpha reliability coefficient of 0.88. The findings of the study showed that the academic procrastination scale has a high validity and reliability and can be used to measure procrastination tendency in the students. In the intervention phase, 64 male students of the third grade of high school were selected by cluster sampling method. One of the groups was randomly assigned to the experimental group (31 students) and the other to control group (33 students). For the experimental group, 8 sessions of the training package were presented. The results of covariance analysis showed that the training program reduced the students' procrastination and 50 of the variance for reduction of procrastination was due to the intervention. In spite of significant difference between the experimental and control groups after the implementation of the training program but the effect size of the increase in academic performance was 26 for the experimental group
قره‌آغاجی، سعید
دکتر شهرام واحدی، استاد راهنما
فتحی آذر، اسکندر، استاد مشاور
ادیب، یوسف، استاد مشاور
سیاه و سفید
نمایه‌سازی قبلی
