اثربخشی روش تدریس معکوس در درس ریاضی بر دلزدگی تحصیلی، هیجانات تحصیلی مثبت و منفی و رفتارهای خودناتوان‌ساز تحصیلی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی، واحد ارسنجان، دانشگاه آزاد اسلامی، ارسنجان، ایران

2 گروه روان‌شناسی، واحد ارسنجان، دانشگاه آزاد اسلامی، ارسنجان، ایران

3 گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه پیام نور، تهران، ایران

10.22034/jmpr.2026.71185.6958

چکیده

هدف از این پژوهش تعیین اثربخشی روش تدریس معکوس در درس ریاضی بر دلزدگی تحصیلی، هیجانات تحصیلی مثبت و منفی و رفتارهای خودناتوان‏‌ساز تحصیلی دانش‌آموزان سال آخر دبیرستان بود. روش پژوهش نیمه‌آزمایشی با طرح پیش‌‏آزمون-پس‌آزمون با گروه کنترل همراه با مرحله پیگیری 2 ماهه بود. جامعه آماری پژوهش دانش‌آموزان سال آخر دبیرستان شهر تهران در سال تحصیلی 1405-1404 بودند. تعداد 30 دانش‌آموز به صورت تصادفی ساده در گروه روش تدریس معکوس در درس ریاضی (15 نفر) و گروه کنترل (15 نفر) قرار گرفتند. سپس گروه‌ آزمایش تحت 8 جلسه 90 دقیقه‌ای روش تدریس معکوس در درس ریاضی قرار گرفتند. در این پژوهش از مقیاس دلزدگی تحصیلی (ABSI) شارپ و همکاران (2021)، پرسشنامه هیجان‌های تحصیل (AEQ) پکران و همکاران (2005) و مقیاس خود ناتوان‌سازی تحصیلی (ASHS) شوینگر و استینسمیر-پلستر (2011) برای گردآوری داده‌ها استفاده شد. روش تحلیل و نرم‌افزار آماری تحلیل واریانس با اندازه‌گیری مکرر، آزمون تعقیبی بن‏فرونی و نرم‌افزار SPSS نسخه 29 بود. نتایج نشان داد روش تدریس معکوس در درس ریاضی در مرحله پس‌آزمون و پیگیری اثربخشی معناداری بر دلزدگی تحصیلی، هیجانات تحصیلی مثبت و منفی و رفتارهای خودناتوان‏‌ساز تحصیلی داشته است (0/05>p). می‌‏توان نتیجه‌گیری کرد که روش تدریس معکوس در درس ریاضی می‏‌تواند به عنوان شیوه‏‌ای مناسب برای دلزدگی تحصیلی، هیجانات تحصیلی مثبت و منفی و رفتارهای خودناتوان‏‌ساز تحصیلی دانش‌‏آموزان سال آخر دبیرستان به کار برده شوند. 

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Flipped Teaching Method in Mathematics on Academic Boredom, Positive and Negative Achievement Emotions, and Academic Self-Handicapping Behaviors among Students

نویسندگان [English]

  • Mohammad Saleh Salamian 1
  • Ebrahim Roozdar 2
  • Alireza Aghayousefi 3
1 PhD student, Department of Psychology, Ars.C., Islamic Azad University, Arsanjan, Iran
2 Department of Psychology, Ars.C., Islamic Azad University, Arsanjan, Iran
3 Department of Psychology, Faculty of Education and Psychology, Payame Noor University, Tehran, Iran
چکیده [English]

The purpose of this study was to investigate the effectiveness of flipped teaching method in mathematics on academic boredom, positive and negative achievement emotions, and academic self-handicapping behaviors among students. This quasi-experimental study was conducted with a pretest-posttest design with control group and 2-month follow-up. The statistical population of the study was all high school students of Tehran in 2025-2026. Then a total of 30 students were randomly assigned into two groups, an experimental group receiving flipped teaching method in mathematics group (15 students) and a control group (15 students). Then the experimental group participated in eight 90-minute sessions of flipped teaching method in mathematics. Data were collected using the Academic Boredom Survey Instrument (ABSI) by Sharp et al. (2021), the Achievement Emotions Questionnaire (AEQ) by Pekrun et al. (2005), and the Academic self-handicapping behaviors Scale (ASHS) by Schwinger & Stiensmeier-Pelster (2011). Analysis of variance with repeated measures and Bonferroni post hoc test was used for data analysis. Data were analyzed using SPSS version 29. The results showed that flipped teaching method in mathematics had a significant effect on academic boredom, positive and negative achievement emotions and academic self-handicapping behaviors among students (p<0.05). Therefore, it can be said that flipped teaching method in mathematics can be used as an effective educational intervention to to improve academic boredom, positive and negative achievement emotions and academic self-handicapping behaviors among students.

کلیدواژه‌ها [English]

  • academic boredom
  • academic self-handicapping behaviors
  • flipped training
  • positive and negative achievement emotions
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