چکیده:
هدف: پژوهش حاضر با هدف شناسایی میزان اثربخشی تدریس با استفاده از راهبردهای مطالعه به روش آموزش الکترونیک بر اشتیاق تحصیلی و سرزندگی تحصیلی دانشآموزان انجام پذیرفت. روش: پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش آزمون و پس آزمون با گروه کنترل بود. جامعه آماری کلیه دانشآموزان پسر یازدهم متوسطه شهر تبریز در سال تحصیلی 1399-1398 به تعداد 10412 نقر بودند که از بین آنها تعداد 36 نفر به روش تصادفی خوشهای چند مرحلهای انتخاب و به صورت تصادفی در دو گروه 18 نفری آزمایش و کنترل قرار گرفتند. برای انجام پژوهش ابتدا در شرایط یکسان از هر دو گروه پیش آزمون با استفاده از پرسشنامه اشتیاق تحصیلی Fredricks(2004) و سرزندگی تحصیلیDehghanizadeh and Hossein Chari(2010) به عمل آمد و سپس بسته آموزشی راهبردهای مطالعه به مدت 8 جلسه تهیه شده با استفاده از نرمافزار Camtasia sudio در فضای مجازی به گروه آزمایش ارائه شد، درحالی که در طول این مدت گروه کنترل هیچگونه مداخلهای را دریافت نکردند. پس از اتمام جلسات آموزشی بر روی گروه آزمایش از هر دو گروه در شرایط یکسان پس آزمون به عمل آمد. یافتهها: نتایج تحلیل کواریانس نشان داد که آموزش راهبردهای مطالعه سبب افزایش اشتیاق تحصیلی و سرزندگی دانشآموزان میشود. به طور کلی نتیجه این پژوهش نشان داد برای افزایش اشتیاق تحصیلی و سرزندگی در دانشآموزان، استفاده از آموزش راهبردهای مطالعه موثر است.
Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students. Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students. Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students. Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students. Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.Results: The results of analysis of covariance showed that teaching study strategies increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of teaching study strategies is effective to increase academic motivation and vitality in students. Purpose: The aim of this study was to identify the effectiveness of teaching using e-learning strategies on students' academic motivation and academic vitality.Method: The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population of all 11th high school male students in Tabriz in the academic year 1399-1398 was 10412 students, of which 36 were randomly selected in multi-stage cluster sampling and randomly tested in two groups of 18 people. To conduct the research, under the same conditions, both pre-test groups were studied using the Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. Camtasia sudio software was presented to the experimental group in cyberspace, while the control group did not receive any intervention during this period. After the training sessions on the experimental group, both groups underwent post-test in the same conditions.
خلاصه ماشینی:
ابتدا در شرايط يکسان از هر دو گروه پيش آزمون با استفاده از پرسشنامه اشتياق تحصيلي (٢٠٠٤)Fredricks و سرزندگي تحصيلي (٢٠١٠)Dehghanizadeh and Hossein Chari به عمل آمد سپس بسته آموزشي راهبردهاي مطالعه به مدت ٨ جلسه و به روش توليد محتواي ويديويي به گروه آزمايش ارائه شد، درحالي که در طول اين مدت گروه کنترل مداخله اي دريافت نکردند.
مطالعات انجام شده در ايران در خصوص عادات ، مهارت ها، شيوه ها و منابع مطالعه فراگيران نشان ميدهند راهبردهاي مطالعه و يادگيري نقش زيادي در پيشگويي پيشرفت تحصيلي فراگيران دارند ( Hosseini Tabatabai and ٢٠٠٧ ,Ghadimi Muqaddam) و فراگيران با معدل تحصيلي بالاتر از مهارت هاي مطالعه بالاتري برخوردار بوده اند (٢٠١٣,Kiosseoglou &Leondari, Syngollitou ).
روبه رو هستند، لازم است عواملي را که موجب افزايش توانايي فرد، در مقابله با اين موانع و چالش ها شده و بر سرزندگي تحصيلي وي مي افزايند، شناسايي شوند که مهم ترين آن راهبرهاي مطالعه به ويژه با استفاده از آموزش هاي الکترونيکي است که (٢٠١٩) Alipour Katigari, Heidari, Narimani and Davoodi در مطالعه خود نتيجه همسويي گرفتند که اجراي روش تدريس الکترونيکي بر اشتياق تحصيلي، خودکارآمدي و خودتنظيمي دانش - آموزان تأثير معناداري دارد چراکه در تدريس الکترونيکي؛ فراگيران به جهت سهولت دسترسي به اطلاعات و محتواي آموزشي، باانگيزه و اشتياق تحصيلي بيشتري به مشارکت در روند يادگيري ميپردازند که منجر به ارتقاء خودکارآمدي و خودتنظيمي آن ها ميشود.
Investigating the relationship between emotional intelligence and its components with motivational beliefs and self-regulated learning strategies on the academic performance of students of Isfahan University of Medical Sciences.