چکیده:
Aim: The aim of this research was to investigate ﻫﺪف: ﻫﺪف ﭘﮋوﻫﺶ ﺗﻌﻴﻴﻦ ﻣﻴﺰان اﺛﺮﺑﺨﺸﻲ آﻣﻮزشteaching self-regulated learning and study skills on ﺧﻮدﺗﻨﻈﻴﻤﻲ ﺗﺤﺼﻴﻠﻲ و ﻣﻬﺎرتﻫﺎی ﻣﻄﺎﻟﻌﻪ ﺑﺮ ﭘﻴﺸﺮﻓﺖacademic achievement of university students.Method: Research method was experimental with ﺗﺤﺼﻴﻠﻲ داﻧﺸﺠﻮﻳﺎن ﺑﻮد. روش: روش ﭘﮋوﻫﺶ از ﻧﻮع آزﻣﺎﻳﺸﻲpretest and posttest design with control group. ﺑﺎ ﻃﺮح ﭘﻴﺶآزﻣﻮن- ﭘﺲآزﻣﻮن ﺑﺎ ﮔﺮوه ﮔﻮاه و ﺟﺎﻣﻌﺔ ﭘﮋوﻫﺶPopulation consisted of undergraduate students of ﻛﻠﻴﻪ داﻧﺸﺠﻮﻳﺎن ﻣﻘﻄﻊ ﻛﺎرﺷﻨﺎﺳﻲ داﻧﺸﮕﺎه ﭘﻴﺎم ﻧﻮر واﺣﺪ ﺑﻮﻣﻬﻦPayame-Noor University in Bumehen (North East of ﺑﻮد ﻛﻪ از ﻣﻴﺎن آن ﻫﺎ ﺗﻌﺪاد03 داﻧﺸﺠﻮ ﭘﺲ از اﺟﺮای آزﻣﻮنTehran). Of these thirty students were selected andthe completed the Dortaj Academic Achievement ﺗﺸﺨﻴﺼﻲ ﻋﻤﻠﻜﺮد ﺗﺤﺼﻴﻠﻲ درﺗﺎج )3831( ﺑﻪ ﺷﻴﻮة ﻧﻤﻮﻧﻪﮔﻴﺮیTest. Participants were then allocated randomly ﺧﻮﺷﻪای ﭼﻨﺪﻣﺮﺣﻠﻪای اﻧﺘﺨﺎب و ﺑﻪ ﻃﻮر ﺗﺼﺎدﻓﻲ در دو ﮔﺮوهaccording to multiple stage cluster sampling method آزﻣﺎﻳﺶ و ﮔﻮاه ﺟﺎﻳﮕﺰﻳﻦ ﺷﺪﻧﺪ. آزﻣﻮدﻧﻲﻫﺎی ﮔﺮوه آزﻣﺎﻳﺶ ﺑﻪand were placed in either an experimental or a controlgroup. The experimental group received self- ﻣﺪت 8 ﺟﻠﺴﻪ ﻳﻚ ﺳﺎﻋﺘﻪ، ﺗﺤﺖ آﻣﻮزش ﺧﻮدﺗﻨﻈﻴﻤﻲ ﺗﺤﺼﻴﻠﻲregulated learning and study skills training through و ﻣﻬﺎرتﻫﺎی ﻣﻄﺎﻟﻌﻪ ﻗﺮار ﮔﺮﻓﺖ، اﻣﺎ ﮔﺮوه ﮔﻮاه ﻣﺪاﺧﻠﻪایeight sessions and the control group did not receive درﻳﺎﻓﺖ ﻧﻜﺮد. دادهﻫﺎی ﺑﺎ اﺳﺘﻔﺎده از روش ﻛﻮوارﻳﺎﻧﺲ ﺗﺤﻠﻴﻞany intervention. Data was analyzed using analysis of ﺷﺪ. ﻳﺎﻓﺘﻪﻫﺎ: ﻧﺘﺎﻳﺞ ﻧﺸﺎن داد ﻛﻪ آﻣﻮزش ﺧﻮدﺗﻨﻈﻴﻤﻲ ﺗﺤﺼﻴﻠﻲcovariance. Results: Research findings indicate thatteaching self-regulated learning and study skills have .و ﻣﻬﺎرتﻫﺎی ﻣﻄﺎﻟﻌﻪ ﺑﺮ ﭘﻴﺸﺮﻓﺖ ﺗﺤﺼﻴﻠﻲ اﺛﺮ ﻣﺜﺒﺖ داردpositive effects on academic achievement. ﻧﺘﻴﺠﻪﮔﻴﺮی: ﺑﺎ آﻣﻮزش ﺧﻮدﺗﻨﻈﻴﻤﻲ ﺗﺤﺼﻴﻠﻲ و ﻣﻬﺎرتﻫﺎیConclusion: Academic achievement as well as ﻣﻄﺎﻟﻌﻪ ﻣﻲﺗﻮان راﻫﺒﺮدﻫﺎﻳﻲ ﻛﺎرآﻣﺪ و ﺳﻮدﻣﻨﺪی را ﺑﺮای اﻓﺰاﻳﺶacademic efficiency of university students can besignificantly improved through self-regulated ﭘﻴﺸﺮﻓﺖ ﺗﺤﺼﻴﻠﻲ و ﺑﻬﺒﻮد ﻛﺎرﻛﺮد ﺗﺤﺼﻴﻠﻲ در اﺧﺘﻴﺎرlearning and study skills training. .داﻧﺸﺠﻮﻳﺎن ﻗﺮار داد
خلاصه ماشینی:
"ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی Journal of Applied Psychology Vol. 4, No. 3(15), Fall 2010, 69-80 69 -80 ،1389 ﺳﺎل4، ﺷﻤﺎره 3)51(، ﭘﺎﺋﻴﺰ اﺛﺮﺑﺨﺸﻲ آﻣﻮزش ﺧﻮدﺗﻨﻈﻴﻤﻲ ﻳﺎدﮔﻴﺮی و ﻣﻬﺎرتﻫﺎی ﻣﻄﺎﻟﻌﻪ ﺑﺮ ﭘﻴﺸﺮﻓﺖ ﺗﺤﺼﻴﻠﻲ داﻧﺸﺠﻮﻳﺎن Effect of teaching self-regulated learning and study skills on the academic achievement of university students S.
Pintrich & DeGroot 07 ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره 3 )51(/ ﭘﺎﺋﻴﺰ 9831 اﺛﺮﺑﺨﺸﻲ آﻣﻮزش ﺧﻮدﺗﻨﻈﻴﻤﻲ ﺗﺤﺼﻴﻠﻲ و ﻣﻬﺎرتﻫﺎی ﻣﻄﺎﻟﻌﻪ...
Derossis, Rosa, Schwartz, Hauge & Bordage 27 ﻓﺼﻠﻨﺎﻣﻪ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره 3 )51(/ ﭘﺎﺋﻴﺰ 9831 اﺛﺮﺑﺨﺸﻲ آﻣﻮزش ﺧﻮدﺗﻨﻈﻴﻤﻲ ﺗﺤﺼﻴﻠﻲ و ﻣﻬﺎرتﻫﺎی ﻣﻄﺎﻟﻌﻪ...
از آﻧﺠﺎﻳﻲ ﻛﻪ در اﻳﻦ روش آﻣﻮزﺷﻲ ﻣﻬﺎرت ﻫﺎﻳﻲ ﻣﺎﻧﻨﺪ ﻓﺮاﮔﻴﺮی، ﺳﺎزﻣﺎﻧﺪﻫﻲ و ذﺧﻴﺮه ﺳﺎزی داﻧـﺶ و ﺳﻬﻮﻟﺖ ﺑﻬﺮه ﺑﺮداری از آن ﻫﺎ، ﺑﺮﻧﺎﻣﻪ رﻳﺰی، ﻧﻈﺎرت و ﻛﻨﺘﺮل، ﻣـﺪﻳﺮﻳﺖ در ﺗﻨﻈـﻴﻢ وﻗـﺖ، ﻧﺤـﻮة ﺗﻼش، اﻧﺘﺨﺎب ﻣﺤﻴﻂ ﻣﻄﺎﻟﻌﻪ و ﻛﻤﻚ ﮔﺮﻓﺘﻦ از اﻓﺮاد دﻳﮕﺮ، ﻛﻨﺘﺮل اﺿﻄﺮاب و اﺟﺘﻨﺎب از ﺗﻌﻠﻞ ﻳـﺎ ﻣﺴﺎﻣﺤﻪ و ﻳﺎدداﺷﺖﺑﺮداری، ﺑﺮﺟﺴﺘﻪ ﻧﻤﻮدن اﻃﻼﻋﺎت و ﻣﺮور ﻣﺠﺪد آﻣـﻮزش داده ﺷـﺪﻧﺪ، ﺗﺮﻛﻴـﺐ اﻳﻦ ﻋﻮاﻣﻞ و ﺗﻤﺮﻳﻦ آن ﻫﺎ ﺳﺒﺐ ﺑﻬﺒﻮد ﻋﻤﻠﻜﺮد ﺗﺤﺼﻴﻠﻲ داﻧﺸﺠﻮﻳﺎن ﺷﺪ.
داﻧﺸﺠﻮﻳﺎﻧﻲ ﻛﻪ از راﻫﺒﺮدﻫﺎی ﺧﻮدﺗﻨﻈﻴﻤﻲ ﺑﻴﺸﺘﺮی اﺳﺘﻔﺎده ﻣﻲﻛﻨﻨﺪ، در ﻫﻨﮕﺎم ﺗﺪرﻳﺲ ﻣﻌﻠﻢ ﻳﺎ ﻫﻨﮕﺎم ﻣﻄﺎﻟﻌﻪ ﺳﻌﻲ ﻣﻲﻛﻨﻨﺪ ﻫﻤﺎن زﻣﺎن ﺑﺎ ﻣﻌﻨﺎدار ﻛﺮدن اﻃﻼﻋﺎت، اﻳﺠﺎد ارﺗﺒﺎط ﻣﻨﻄﻘﻲ ﺑﺎ اﻃﻼﻋﺎت ﻗﺒﻞ، ﻛﻨﺘﺮل ﭼﮕﻮﻧﮕﻲ اﻳﻦ ﻓﺮآﻳﻨﺪ و اﻳﺠﺎد ﻣﺤﻴﻂ ﻳﺎدﮔﻴﺮی ﻣﻨﺎﺳﺐ، ﻣﻄﺎﻟﺐ 77 ﺳﻴﺪه زﻫﺮا ﻋﻠﻲﺑﺨﺸﻲ و ﺣﺴﻴﻦ زارع را ﻳﺎد ﺑﮕﻴﺮﻧﺪ و ﻋﻤﻠﻜﺮد ﺗﺤﺼﻴﻠﻲ ﺧﻮد را ﺑﺎﻻ ﺑﺒﺮﻧﺪ."