اثربخشی الگوی تعلیمی بر کمک‌طلبی تحصیلی و بهبود روابط معلم -دانش‌آموز

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد، دانشگاه یاسوج، یاسوج، ایران.

2 دانشیار، گروه روانشناسی، دانشگاه یاسوج، یاسوج، ایران.

چکیده

تعاملات معلم-دانش‌‌آموز در مدرسه یکی از مهم‌ترین عوامل تعیین کننده در رشد شناختی، اجتماعی، عاطفی و رفتاری دانش-آموزان است. پژوهش حاضر با هدف بررسی اثربخشی آموزش الگوی تعلیمی بر کمک‌طلبی تحصیلی و بهبود روابط معلم-دانش-آموز انجام شد. روش پژوهش، نیمه‌آزمایشی و بر اساس طرح پیش‌آزمون- پس‌آزمون با گروه گواه بود. جامعه‌آماری پژوهش شامل تمامی دانش‌آموزان دختر متوسطه شهرستان هویزه در سال تحصیلی 1400-1399بود. تعداد 40 نفر از میان این دانش-آموزان به صورت در دسترس انتخاب و به صورت تصادفی در دو گروه آزمایش و گواه ( هر گروه 20 نفر) قرارداده شدند. گروه آزمایش تحت 8 جلسه‌ 80 دقیقه‌ای برنامه ‌آموزشی الگوی تعلیمی قرار گرفت؛ درحالی‌که گروه گواه هیچ مداخله‌ای دریافت نکرد. فرایند جمع‌آوری داده‌ها در مرحله‌ پیش‌آزمون و پس‌آزمون با مقیاس کمک‌طلبی ریان و پنتریچ (1997) و پرسش‌نامه ارتباط معلم- دانش‌آموز مورری و زوواک (2011) در دو گروه انجام گرفت. تحلیل داده‌ها با استفاده از نرم‌افزار SPSS-25 و تحلیل کواریانس انجام شد. نتایج حاصل از تحلیل کواریانس نشان داد که پس از کنترل اثر پیش‌آزمون، تاثیر برنامه الگوی تعلیمی در گروه آزمایش بر هر کدام از متغیرهای مورد بررسی معنادار بود. بر اساس این نتایج، برنامه آموزشی الگوی تعلیمی از یک طرف کمک‌طلبی تحصیلی، اعتماد و ارتباط بین معلم-دانش‌آموز را افزایش داده و از طرف دیگر، باعث کاهش اجتناب از کمک‌طلبی و بیگانگی میان معلم و دانش آموز گروه آزمایش شده است( 0/01>p). در نتیجه می‌توان گفت آموزش الگوی تعلیمی می تواند موجب افزایش کمک‌طلبی تحصیلی در دانش آموزان و بهبود روابط میان معلم و دانش‏ آموزان شود.

کلیدواژه‌ها


عنوان مقاله [English]

Effectiveness of the Educational Pattern Training on Academic Help Seeking and Improving Teacher-Student Relationship Among Girl Secondary School Students

نویسندگان [English]

  • Arefeh Nisi 1
  • Ali Taghvaeinia 2
  • Mohamadreza Firoozi 2
1 M.A Student in Psychology, Yasuj University, Yasuj, Iran.
2 Associate Professor, Department of Psychology, Yasuj University, Yasuj, Iran.
چکیده [English]

The teacher-student interactions is one of the determining factors in the cognitive, social, emotional and behavioral student’s development in school. The aim of this study was to effectiveness of the educational pattern training on academic help seeking and improving teacher-student relationship among girl secondary school students. The present research method is quasi-experimental and pre-test-post-test design with control group was used. The statistical population of the study included all female students’ girls’ secondary school students in Hoveyzeh. , 40 high school girls’ students were selected available sampling method and were randomly assigned to experimental and control groups. The experimental group underwent 8 sessions during 6 weekly training based on education pattern; while the control group did not receive any intervention. In this study, help-seeking behaviors questionnaire Ryan & Pintrich (HSBQ) and teacher-student relationship questionnaire Murray & Zvoch (T-SRQ) was used to collect data in two stages pre-test and post-test. The collected data were analyzed by analysis of covariance with used using SPSS software version 25. The results showed that after controlling the effects of covariate variable (pretest) educational pattern training on experimental group was shown to be significant in each of the dependent variables. According to these results, educational pattern training has increased academic help seeking, teacher-student relationship and teacher-student trust on one hand, and decreased avoidance of help seeking and student decreased teacher-student alienation on the other hand(P<0.01). As a result, it can be said that teaching the educational pattern increases the academic help seeking and improves the teacher-student relationships.

کلیدواژه‌ها [English]

  • educational pattern training
  • academic help seeking
  • teacher-student relationship
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