پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 938 |
| تعداد مقالات | 7,697 |
| تعداد مشاهده مقاله | 12,623,010 |
| تعداد دریافت فایل اصل مقاله | 8,986,013 |
اثربخشی برنامه توانبخشی شناختی بررفتارهای یادگیری و ثبات قدم تحصیلی در دانش‌آموزان دختر دارای اضطراب ریاضی | ||
| اندیشه های نوین تربیتی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 29 مرداد 1403 اصل مقاله (631.62 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2024.47484.3941 | ||
| نویسندگان | ||
| رحیم بدری گرگری* 1؛ شهروز نعمتی2؛ داوود طهماسب زداده شیخلار3؛ ماهک نقی زاده علمداری4 | ||
| 1استاد روانشناسی تربیتی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران. | ||
| 2استاد روانشناسی و آموزش کودکان استثنایی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران | ||
| 3استاد برنامه‌ریزی درسی، گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران | ||
| 4کاندیدای دکتری تخصصی روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران. | ||
| چکیده | ||
| هدف پژوهش حاضر تعیین اثربخشی برنامه توانبخشی شناختی بر رفتارهای یادگیری و ثبات قدم تحصیلی در دانش‌آموزان دختر دارای اضطراب ریاضی بود. روش پژوهش نیمه آزمایشی و طرح پژوهش از نوع پیش آزمون- پس آزمون با گروه کنترل و مطالعه پیگیری بود. جامعه آماری پژوهش شامل تمامی دانش آموزان دختر دوره دوم متوسطه مدارس شهر جلفا در سال تحصیلی1402- 1403 بود که از میان آنها 30 نفر دانش آموز دختر دارای اضطراب ریاضی با استفاده از روش نمونه‌گیری هدفمند انتخاب و به طور تصادفی در دو گروه 15 نفری (گروه آزمایش و گروه کنترل) انتساب شدند. ابزارهای اندازه‌گیری شامل پرسشنامه اضطراب ریاضی (MARS-R)، پرسشنامه رفتارهای یادگیری (LBS) و پرسشنامه ثبات قدم تحصیلی (Grit-s) بودند. گروه آزمایش در هشت جلسه یک و نیم ساعته (هفته‌ای دو جلسه) تحت برنامه توانبخشی شناختی کاپیتان لاگ قرار گرفتند؛ ولی گروه کنترل هیچ آموزشی دریافت نکردند. نتایج آزمون تحلیل واریانس آمیخته نشان داد که در پس آزمون و پیگیری، میانگین نمره رفتارهای یادگیری و ثبات قدم تحصیلی گروه آزمایش نسبت به گروه کنترل افزایش یافته‌است. این نتایج بیانگر تأثیر توانبخشی شناختی بر افزایش کیفیت رفتارهای یادگیری و ثبات قدم تحصیلی در دانش‌آموزان دختر دارای اضطراب ریاضی است. | ||
| کلیدواژه‌ها | ||
| اضطراب ریاضی؛ برنامه توانبخشی شناختی؛ ثبات قدم تحصیلی؛ رفتارهای یادگیری | ||
| عنوان مقاله [English] | ||
| The Effectiveness of a Cognitive Rehabilitation Program on Learning Behaviors and Academic Perseverance in Female Students with Mathematical Anxiety | ||
| نویسندگان [English] | ||
| Rahim Badri Gagari1؛ Shahrooz Nemati2؛ Davoud Tahmasebzadeh Sheikhlar3؛ mahak Naghizadeh Alamdari4 | ||
| 1Professor In Educational Psychology, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. | ||
| 2Professor, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran. | ||
| 3Professor of Curriculum Planning, Department of Educational Sciences, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran | ||
| 4PhD Candidate in Educational Psychology, Faculty of Educational Sciences and Psychology, Tabriz University, Tabriz, Iran. | ||
| چکیده [English] | ||
| This study was conducted to determine the effectiveness of a cognitive rehabilitation program on learning behaviors and academic perseverance in female students with mathematical anxiety. The research had a pretest-posttest quasi-experimental design with a control group. The statistical population included all the female adolescent students of a senior high school in Julfa city in academic year 2022-2023. Among them, 30 female students with mathematical anxiety were selected by purposive sampling and were randomly assigned to experimental and control groups (n=15 per group). The samples were evaluated using Plake and Parker’s Mathematics Anxiety Rating Scale (1982), McDermott’s Learning Behavior Scale (1999) and the Academic Grit Scale by Duckworth (2007). The findings from the post-test and follow-up revealed the mean scores of learning behaviors and academic perseverance to have increased in the experimental group compared to the controls. Introduction Mathematics is one of the most important subjects of teaching and learning in schools. According to research literature, increased anxiety among students reduces the quality of learning (Supriadi, Jamaluddin & Suherman, 2024). Learning behaviors are therefore one of the components of students’ academic progress and success in educational activities (Anthony, Ogg & Winkelman, 2024). One of the characteristics of students with mathematical anxiety is their lack of interest and perseverance in studies, especially in the field of mathematics, which causes a lack of stability and persistence in efforts or desire to achieve long-term goals (Lohbeck & Muller, 2023). The current research aims to investigate the effectiveness of a cognitive rehabilitation program on learning behaviors and stability of academic progress in students with mathematical anxiety. Methodology This quasi-experimental research had a pretest-posttest design and a control group. The statistical population included all the female adolescent students of a senior high school in Julfa city in the academic year 2022-2023. A total of 30 students who scored higher than 60 in the Mathematics Anxiety Rating Scale (MARS-R) were selected and randomly assigned to experimental and control groups. For the pre-test, the Learning Behavior Scale (LBS) and Academic Grit Scale (Grit-s) were administered in both groups. After the pre-test, Captain's Log cognitive rehabilitation program was implemented for the experimental group. After completion of the training course, each of the students in the experimental group and also the controls were administered the post-test. In the end, in order to check the stability of effectiveness of the cognitive rehabilitation program, a follow-up was also carried out after one month. SPSS software version 22 was used for the statistical analysis of the data, and mixed analysis of variance test was used to check the research hypotheses. Results According to the results obtained, there was a significant difference between the experimental and control groups in the post-test, and group-by-time interaction effects were found for competence motivation, attention/persistence, attitude towards learning, and strategy/flexibility. Therefore, the hypotheses related to the variable of learning behaviors and its components are confirmed and it can be argued that the cognitive rehabilitation program had a positive effect on the learning behaviors of female students with mathematical anxiety. Based on the coefficients obtained, the effect of the cognitive rehabilitation program was 52% on the competence motivation variable, 67% on attention/persistence, 69% on attitude towards learning and 71% on strategy/flexibility. Also, there was a significant difference in the interaction effect for the component of stability in interest and persistence in effort between the two groups in the post-test. Therefore, the hypotheses related to stability of academic progress and its components are confirmed and the cognitive rehabilitation program had an effect on the stability of academic progress among female students with mathematical anxiety. Based on the coefficients obtained, the effect of the cognitive rehabilitation program was 91% on stability in interest and 89% on persistence in effort. Discussion and conclusion The present study was conducted to determine whether cognitive rehabilitation has a positive impact on learning behaviors and academic perseverance in female students with mathematical anxiety. The results showed that the cognitive rehabilitation program had a significant positive effect on academic behaviors. Also, cognitive rehabilitation was effective in increasing the stability of academic progress in female students with mathematical anxiety. The most important limitation of this study was that the sample population was restricted to female students of senior high school with mathematical anxiety in Julfa city. It is recommended to conduct a similar research on male subjects in order to understand the differences between girls and boys in this regard. It is also suggested to hold workshops and training courses in cognitive rehabilitation for school counselors and teachers, so that they can get familiar with this type of program and utilize it for their students. | ||
| کلیدواژه‌ها [English] | ||
| Academic Perseverance, Cognitive Rehabilitation Program, Learning Behaviors, Mathematical Anxiety | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Abedi, A., Hadipour, M., Shushtri, M., Jafari Harandi, R. & Shafiei, A. (2012). Reliability, validity and determining the factor structure of the Persian version of the Learning Behavior Scale (LBS) on middle school students. Educational Measurement Quarterly, 12(4), 22-40. https://civilica.com/doc/723146 (Text in Persian) Akhlaghi Jami, L., Hassan-Abharian, P., Ahadi, H., & Kakavand. (2020). Efficacy of cognitive rehabilitation therapy on stress and anxiety of the high school second level female students, Advances in Cognitive Sciences, 22(2), 111-119. https://doi.org/10.30699/icss.22.2.111 (Text in Persian) Anthony, C., Ogg, A., & Winkelman, E. (2024). Dynamics of a dynamic interrelationship: Exploring whether bidirectional learning behaviors-achievement relations differ across student-teacher relationship profiles. Journal of School Psychology, 104, 101308. https://doi.org/10.1016/j.jsp.2024.101308 Barzegar Bafroei, K., Kavossian, J., Biabani Aliabad, H., Khani, R. (2016). Estimating the Math Anxiety Based on Cognitive Emotion Regulation and Problem-Solving Ability in Second Year Students of Science. Cognitive Psychology Quarterly, 3(4), 53-60. http://jcp.khu.ac.ir/article-1-2490-fa.html (Text in Persian) Berenji-Jalali, V., Ghaffari, A., Bayrami, M., & Taklavi, S. (2021). The effectiveness of cognitive rehabilitation therapy on reading and writing skills among students with learning disorders. Journal of Applied Family Therapy, 2(1), 277-291. https://doi.org/10.22034/aftj.2022.267202.1051 (Text in Persian) Close, S., & Solberg, S. (2022). Predicting achievement, distress, and retention among lower-income Latino youth. Journal of Vocational Behavior, 72(1), 31-42. https://psycnet.apa.org/doi/10.1016/j.jvb.2007.08.007 Duckworth, A. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087-1101. http://dx.doi.org/10.1037/0022-3514.92.6.1087 Duckworth, A., & Quinn, P. (2009). Development and validation of the Sport Grit Scale (Grit-S). Journal of Personality Assessment, 91, 166- 174. http://dx.doi.org/10.1080/00223890802634290 Fiona, S., Elena, S., Anne-Marie, A., Hannah, F., Hannah, P., & Courtney, H. (2024). Longitudinal associations between parental mathematics anxiety and attitudes and young children’s mathematics attainment. Journal of Experimental Child Psychology, 238. https://doi.org/10.1016/j.jecp.2023.105779 Gandomi, Z., Arjmandian, A. A., & Afrooze, Gh. A. (2021). The Effectiveness of Cognitive Rehabilitation Based on Executive Function (BETA) on the Behavioral Functioning of Slow Learners. Journal of Applied Psychological Research, 12(1), 207-225. https://doi.org/10.22059/japr.2021.301427.643503 (Text in Persian) Gaydosh, L., McLanahan, S. (2021). Youth academic achievement, social context, and body mass index. SSM - Population Health, 13, 100-105. https://doi.org/10.1016/j.ssmph.2020.100708 Ghorbanzadeh, N. (2023). Teaching and classroom management solutions according to individual differences in students. The second national conference on new developments in developmental and educational psychology, Bandar Abbas. https://civilica.com/doc/1946812 (Text in Persian) Gouda, A., & Banen, H. (2023). Academic perseverance among university students. ishraqat tanmawia, 8(34), 749-775. https://www.iasj.net/iasj/article/264491 Gruneisen, L., Dorrenbacher-Ulrich, L., & Perels, F. (2023). Self-regulated Learning as a mediator of the relation between executive functions and preschool academic competence. Acta Psychologica, 240, 104053. https://doi.org/10.1016/j.actpsy.2023.104053 Heydariani, L., Ghadampour, A., & Abbasi, M. (2022). The effectiveness of a health-oriented lifestyle on students' academic hope and stability. The Quarterly Journal of New thoughts on Education, 18(3), 53-67. https://jontoe.alzahra.ac.ir/article_6580.html (Text in Persian) Hodge, B., Wright, B., & Bennett, P. (2018). The role of grit in determining engagement and academic outcomes for university students. Research in Higher Education, 59(4), 448-460. https://psycnet.apa.org/doi/10.1007/s11162-017-9474-y Hoseini, M., Zoghi Paidar, M., & Rashid, KH. (2017). The roles of grit and intelligence in predicting students' academic Achievement. Biquartely Journal of Cognitive Strategies in Learning, 6 (11), 233-248. https://doi.org/10.22084/j.psychogy.2018.16198.1753 (Text in Persian) Ignacio, D. A., Serpas, D., Clay, K., Liu, Y., Berges, V., & Pulido, C. (2023). H- 31 Stress and cognitive Symptoms among Community Based Survivors of Mild to Moderate Traumatic Brain Injury: Findings from a Group Cognitive Rehabilitation Program. Archives of Clinical Neuropsychology, 38(7), 1514- 1515. https://doi.org/10.1055%2Fs-0041-1722817 Jafari, R., bafandeh, H. (2020). The Effectiveness of Cognitive Rehabilitation on Anxiety Reduction and Brainwave Pattern in Patients with Anxiety Disorder. Iranian Journal of Rehabilitation Research in Nursing, 7 (1), 66-74. http://dx.doi.org/10.29252/ijrn.7.1.66 (Text in Persian) Jamshidi, A., & Dezhabad, H. (2023). Investigating the effect of anxiety and stress on learning in students of Ilam city. National conference of applied studies in educational processes, Hormozgan. https://civilica.com/doc/1648211 (Text in Persian) John, J. E., Insouvanh, K., & Robnett, R. D. (2023). The Roles of Gender Identity, Peer Support, and Math Anxiety in Middle School Math Achievement. Journal of Research on Adolescence, 33(1), 230-250. https://doi.org/10.1111/jora.12800 Lardier, D. T., Opara, I., Garcia Reid, P., & Reid, R. J. (2020). The cognitive empowerment scale: Multigroup confirmatory factor analysis among youth of color. Child and Adolescent Social Work Journal, 37, 179–193. https://link.springer.com/article/10.1007/s10560-019-00647-2 Li, H., Kim, M., & Xiong, Y. (2020). Individual learning vs. interactive learning: a cognitive diagnostic analysis of MOOC students’ learning behaviors. American Journal of Distance Education, 34, 121-136. http://dx.doi.org/10.1080/08923647.2019.1697027 Lievore, R., Caviola, S., & Mammarella, I. C. (2024). How trait and state mathematics anxiety could affect performance: Evidence from children with and without Specific Learning Disorders, Learning and Individual Differences, 112, 102459. http://doi.org/10.1016/j.lindif.2024.102459 Lohbeck, A., & Moller, J. (2023).Students social and learning behavior at school: Applying the generalized internal/external frame of reference model. Learning and Individual Differences, 105, 102301. http://doi.org/10.1016/j.lindif.2023.102301 McCurdy, B. H., Scozzafava, M. D., Bradley, T., Matlow, R., Weems, C. F., & Carrion, V. G. (2022). Impact of anxiety and depression on academic achievement among underserved school children: evidence of suppressor effects. Current psychology (New Brunswick, N.J.), 1–9. Advance online publication. https://doi.org/10.1007/s12144-022-03801-9. McDermott, P. A., Green, L. F., Francis, J. M., & Stott, D. H. (1999). Preschool learning behaviors scale. Philadelphia, PA: Edu metric and Clinical Science. Mhamed, A. M., Vossensteyn, H, & Kasa, R. (2021). Stability, performance and innovation orientation of a higher education funding model in Kazakhstan. International Journal of Educational Development, 81, 102324. http://doi.org/10.1016/j.ijedudev.2020.102324 Mortazavizadeh, S., & Azizi Mahmoodabadi, M. (2023). The effect of integrated education on the learning of mathematics lessons of students in multi-grade classes. The Quarterly Journal of New thoughts on Education, 19 (3), 117-135. https://doi.org/10.22051/jontoe.2022.39972.3561 (Text in Persian) Nauta, I., Bertens, D., Fasotti, L., Fieldhouse, J., Uitdehaag, B., Kessels, R., Speckens, A., & de Jong, B. (2023). Cognitive rehabilitation and mindfulness reduce cognitive complaints in multiple sclerosis (REMIND-MS)}: A randomized controlled trial. Multiple Sclerosis and Related Disotders, 71, 104529. https://doi.org/10.1016/j.msard.2023.104529 Paiva, M., Serafim, A., Vincentiis, S., Alessi, R., Marin, R., Melo, M., & Valente, K. (2023). A cognitive rehabilitation program to improve hot and cool executive dysfunction in juvenile myoclonic epilepsy: Preliminary findings. Epilepsy & Behavior, 144, 109281. http://doi.org/10.1016/j.yebeh.2023.109281 Plake, B. S., & Parker, C. S. (1982). The development and validation of a revised version of the Mathematics Anxiety Rating Scale. Educational and Psychological Measurement, 42(2), 551-557. https://psycnet.apa.org/doi/10.1177/001316448204200218 Powell, T. (2013). The Brain injury workbook: Exercises for cognitive rehabilitation (Speechmark Practical Therapy Manual) (2nd Ed). (H. Zare; & SH. Mousavi, Translators). Routledge. (2023) (Text in Persian). Saha, P., Chakraborty, P., Mukhopadhyay, P., Bandhopadhyay, D., & Ghosh, S. (2015). Computer- Based Attention Training for treating a Child with Attention Deficit/Hyperactivity Disorder: An Adjunct to Pharmacotherapy- A case report. Journal of Pharmacy Research, 9(11), 612-617. https://www.researchgate.net/publication/289521722 Sanjabi, A., Kerami, J., & Eivazi, S. (2022). Effectiveness of cognitive rehabilitation of executive functions on improvement of academic performance of probative students of Razi University. Scientific Quarterly Journal of Neuropsychology, 7(1), 23-36. https://doi.org/10.30473/clpsy.2020.46459.1445 (Text in Persian) Simmons, F. R., Soto- Calvo, E., Adams, A. M., Francis, H. N., Patel, H., & Hartley, C. (2024). Longitudinal associations between parental mathematics anxiety and attitudes and young children mathematics attainment. Journal of Experimental Child Psychology, 238, 105779. http://doi.org/10.1016/j.jecp.2013.105779 Supriadi, N., Jamaluddin, W., & Suherman, S. (2024). The role of Learning anxiety and mathematical reasoning as predictor of promoting learning motivation: The mediating role of mathematical problem solving. Thinking Skills and Creativity, 52, 101497. http://dx.doi.org/10.1016/j.tsc.2024.101497 Susperreguy, M. I., Di Lonardo Burr, S. M., Xu, Ch., Douglas, H. P., Bourque, T., Rio, M. F., Salinas, M. F., Salinas, V., & Le Fever, J. (2024). The role of mathematical vocabulary in the development of mathematical skills for Spanish speaking students. Cognitive Development, 70, 101441. http://dx.doi.org/10.1016/j.cogdev.2024.101441 Usher, E. L., Li, C. R., Butz, A. R. & Rojas, J. P. (2019). Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology, 111(5), 877-902. https://psycnet.apa.org/doi/10.1037/edu0000324 Vu, K., Dao, V., De jaeghere, J., & Glewwe, P. (2024). Collaborative learning in the Vietnam Escuela Nueva Model and student learning behaviors: A mixed methods longitudinal study. International Journal of Educational Development, 106, 103017. http://dx.doi.org/10.1016/j.ijedudev.2024.103017 Xu, K. M., Cunha-Harvey, A. R., King, R. B., De Koning, B. B., Paas, F., Baars, M., & De Groot, R. (2023). A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare: A Journal of Comparative and International Education, 53(3), 361-379. https://doi.org/10.1080/03057925.2021.1922270 Zare, H., Alipour, B., & Elmi Manesh, N. (2023). Comparison The effectiveness cognitive rehabilitation and positive psychotherapy on executive function in patients with mild brain traumatic injury. Neuropsychology, 9(2), 11-20. https://www.doi.org/10.30473/clpsy.2024.64166.1665 (Text in Persian) Zare, H., Cherami, F., & Sharifi, A. (2021). Effectiveness of Computerized Cognitive Rehabilitation on Working Memory and Cognitive Flexibility among Children with Learning Disorder (LD). Biquarterly Journal of Cognitive Strategies in Learning, 8 (15), 1-18. https://doi.org/10.22084/j.psychogy.2020.20055.2030 (Text in Persian) Zare, S., Zare, H., Alipour, A., & Farzad, V. (2021). The effectiveness of cognitive rehabilitation in promoting cognitive functions in patients with post-traumatic stress disorder: A systematic review. Neuropsychology, 7(25), 93-110. https://dorl.net/dor/20.1001.1.24765023.1400.7.2.6.9 (Text in Persian) | ||
|
آمار تعداد مشاهده مقاله: 138 تعداد دریافت فایل اصل مقاله: 84 |
||
