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مفهوم خودگردانی نزد داوطلبان موفق و ناموفق کنکور سراسری : یک مطالعه پدیدارشناسی | ||
| تدریس پژوهی | ||
| مقاله 4، دوره 13، شماره 2 - شماره پیاپی 40، تیر 1404، صفحه 86-113 اصل مقاله (1.2 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/trj.2025.143382.2165 | ||
| نویسندگان | ||
| محبوبه فولادچنگ* 1؛ فاطمه دهقانی2؛ مریم رامینه2 | ||
| 1دانشیار گروه روانشناسی تربیتی، دانشگاه شیراز، شیراز، ایران. | ||
| 2دانشجوی دکتری روانشناسی تربیتی، دانشگاه شیراز، شیراز، ایران. | ||
| چکیده | ||
| خودگردانی یادگیری بهعنوان یک مهارت چندبُعدی، تأثیر بسزایی در موفقیت تحصیلی داوطلبان کنکور دارد. پژوهش حاضر با هدف تحلیل مفهوم خودگردانی یادگیری در میان دانشآموزان موفق و ناموفق در کنکور سراسری و شناسایی عوامل مؤثر بر آن انجام شد. این پژوهش از نوع کیفی و با رویکرد پدیدارشناسی توصیفی است که به بررسی تجربیات زیسته داوطلبان از فرآیند خودگردانی میپردازد. شرکتکنندگان شامل 20 دانشآموز از مدارس دولتی، غیردولتی و تیزهوشان شهر شیراز بود که بهصورت هدفمند و تا رسیدن به اشباع نظری انتخاب شدند. دادهها از طریق مصاحبه نیمهساختاریافته جمعآوری و با روش تحلیل مضمون (براون و کلارک، ۲۰۰۶) تحلیل شدند. طبق نتایج، برعکس دانشآموزان موفق که از راهبردهای مؤثر شناختی، فراشناختی و تنظیم هیجانی، از جمله مدیریت زمان، برنامهریزی تحصیلی و مقابله با استرس بهره میبرند، دانشآموزان ناموفق در این زمینهها دچار نارسایی هستند. عوامل محیطی و حمایتی، شامل حمایت خانواده و نظام آموزشی، تأثیر بسزایی در گسترش خودگردانی داشتند. تفاوتهای جنسیتی نیز در خودگردانی نقش بسزایی ایفا میکنند، بهطوری که دختران بیشتر بر ابعاد هیجانی تمرکز دارند، در حالی که پسران بیشتر به جنبههای شناختی و رفتارهای مرتبط با یادگیری توجه میکنند. تقویت مهارتهای خودگردانی از طریق آموزش مناسب، حمایت خانواده و مداخلات آموزشی هدفمند، میتواند به بهبود عملکرد تحصیلی داوطلبان کنکور کمک کند. | ||
| کلیدواژهها | ||
| خودگردانی یادگیری؛ راهبردهای خودگردانی؛ تنظیم هیجانات؛ تفاوتهای جنسیتی؛ خانواده | ||
| مراجع | ||
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