نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری، گروه روانشناسی تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
2 استاد، گروه علوم تربیتی، مرکز تحقیقات سلامت جامعه، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
3 دانشیار، گروه روانشناسی بالینی، مرکز تحقیقات سلامت جامعه، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.
چکیده
کلیدواژه‌ها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Educational infatuation and help-seeking behavior are important variables for students and create the basis for their academic progress. The aim of the present study is to compare the effectiveness of cognitive load and self-determination training on academic enthusiasm and help-seeking behavior in second-year high school students. The research method was a semi-experimental pre-test, post-test with a control group and a two-month follow-up period, and the statistical population included all second-year high school female students in the six districts of Isfahan in the academic year 2024-2025. The sampling method was available sampling, and for this purpose, 63 second-year high school students who met the inclusion criteria were randomly assigned to three groups. Initially, District 3 was randomly selected from among the six districts of Isfahan, and from among the second-year high school girls in District 3, the non-governmental Tafsazan High School was randomly selected. In this high school, students who were interested in participating in this study were invited by holding a call. Among the individuals who met the inclusion criteria, 63 people were randomly selected and randomly assigned to three groups of 23 people. The first experimental group received the Sharif Manesh et al. (2000) cognitive load training package in 6 90-minute sessions, and the second experimental group received the Jalili et al. (2018) self-determination training package in 12 90-minute sessions, while the control group did not undergo any intervention. The research tools included the Martin and Jackson (2008) , Educational infatuation questionnaires and Ryan and Pintrich (1997) help-seeking behavior questionnaires. Data analysis was performed using SPSS version 26 software and the repeated-measures analysis of variance method. Cognitive load and self-determination training increased students' , Educational infatuation and acceptance of help-seeking and reduced help-seeking avoidance, and the effects of the training remained at the follow-up stage. However, no significant difference was observed between the two educational interventions. Cognitive load and self-determination training can improve students' learning, infatuation, and Educational help-seeking. Teachers should use these methods to reduce cognitive load and enhance students' intrinsic motivation.
کلیدواژه‌ها [English]
)