اثربخشی مداخله تلفیقی مبتنی بر مصاحبه انگیزشی و مهارت های فراشناختی بر اهمال کاری تحصیلی، تاب آوری تحصیلی و انگیزه پیشرفت تحصیلی در دانش آموزان با سابقه مدرسه گریزی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف پژوهش حاضر بررسی اثربخشی مداخله تلفیقی مبتنی بر مصاحبه انگیزشی و مهارت های فراشناختی بر اهمال کاری تحصیلی، تاب آوری تحصیلی و انگیزه پیشرفت تحصیلی در دانش آموزان با سابقه مدرسه گریزی بود. روش پژوهش حاضر نیمه آزمایشی با طرح پیش آزمون-پس آزمون و پیگیری سه ماهه با دو گروه آزمایشی و گواه بود. جامعه آماری پژوهش شامل تمام دانش آموزان پسر مقطع دبیرستان با سابقه مدرسه گریزی شهرستان اصفهان بود. تعداد 30 دانش آموز با روش نمونه گیری تصادفی ساده انتخاب و در دو گروه آزمایشی و گواه جایگزین شدند. شرکت کنندگان پرسشنامه های اهمال کاری تحصیلی سولومون و راث بلوم، پرسشنامه تاب آوری تحصیلی ساموئز و پرسشنامه انگیزه پیشرفت تحصیلی هرمنس را تکمیل کردند. داده ها با استفاده از آزمون تحلیل کواریانس چندمتغیری تجزیه و تحلیل شد. نتایج نشان داد که مداخله تلفیقی مبتنی بر مصاحبه انگیزشی و مهارت های فراشناختی موجب کاهش اهمال کاری تحصیلی و افزایش تاب آوری و انگیزه پیشرفت تحصیلی دانش آموزان با سابقه مدرسه گریزی شده است (05/0>p). در مجموع، پژوهش حاضر نشان داد که تلفیق دو مداخله مصاحبه انگیزشی و مهارت های فراشناختی از اثربخشی مطلوبی برخوردار است.The Effectiveness of Integrated Intervention based on Motivational Interview and Metacognitive Skills on Academic Procrastination, Academic Resilience and Motivation for Academic Achievement in Students with a History of Truancy
IntroductionToday, paying attention to the psychological, social, and educational status of students and supporting their growth and prosperity, is an important and fundamental issue in the field of education. Therefore, discovering and studying effective variables in the field of students 'problems and difficulties, in addition to gaining knowledge, can be a beacon for better-solving students' problems and the development of the educational system. School truancy is a problem that causes a decline in academic performance and an increase in the number of years of study for a large number of students every year and is considered an obstacle to their potential growth. Abandonment is not only an educational issue but also an important social problem that, in addition to its social and economic consequences, also has psychological consequences and can be a preface to adolescents' crime. The aim of this study was to investigate the effectiveness of an integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience, and motivation for academic achievement in students with a history of Truancy of school. MethodThe method of the present study was quasi-experimental with a pre-test-post-test design and quarterly follow-up with two experimental and control groups. The statistical population of the study included all male high school students with a history of truancy in Isfahan City. 30 students were selected by simple random sampling and replaced in experimental and control groups. Participants completed the Solomon and Roth Bloom Academic Procrastination Questionnaire, the Samoise Academic Equality Questionnaire, and the Hermans Academic Achievement Inventory Questionnaire. Data were analyzed using multivariate analysis of covariance (MANCOVA). ResultsAfter adjusting the pretest, F calculated in all components of the research, there is a significant difference between the experimental and control groups in the two stages of posttest and follow-up (sig <0.05). As a result, the intervention in the experimental group was effective. Eta squared is between 0.23 and 0.65, which indicates the desirability of the intervention. The mean test scores in the post-test stage in academic procrastination (score) of its subscales are significantly reduced (sig <0.05). The mean scores of the experiment in academic resilience (total score) of its subscales have increased (sig <0.05) and the average scores of the experimental group in motivation for academic achievement. Academic) (sig <0.05). The results showed that the integrated intervention based on motivational interview and metacognitive skills reduced academic procrastination and increased resilience and academic achievement motivation of students with a history of truancy in school. ConclusionThe present study showed that the combination of two interventions of motivational interview and metacognitive skills has a favorable effect.
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