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اثربخشی توانبخشی شناختی بر کارکردهای اجرایی و خودکارآمدی تحصیلی دانشآموزان پایۀ ششم ابتدایی | ||
| مطالعات بین رشته ای در آموزش | ||
| دوره 4، شماره 2 - شماره پیاپی 11، شهریور 1404، صفحه 81-108 اصل مقاله (499.75 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/ise.2025.18105.1191 | ||
| نویسندگان | ||
| صغری استوار* 1؛ حسین افلاکی فرد2 | ||
| 1گروه آموزش مشاوره و روانشناسی، دانشگاه فرهنگیان، تهران، ایران | ||
| 2گروه علوم تربیتی دانشگاه فرهنگیان، تهران، ایران. | ||
| چکیده | ||
| زمینه و هدف: کارکردهای اجرایی مجموعهای از فرآیندها هستند که وظیفۀ هدایت، جهتدهی و مدیریت کارکردهای شناختی، هیجانی و رفتاری را بر عهده دارند. هدف این پژوهش اثربخشی توانبخشی شناختی بر کارکردهای اجرایی و خودکارآمدی تحصیلی دانشآموزان دختر پایۀ ششم ابتدایی شهر شیراز بود. روش: روش پژوهش آزمایشی با طرح پیشآزمون-پسآزمون با گروه کنترل بود. جامعۀ آماری پژوهش کلیۀ دانشآموزان دختر پایۀ ششم شهر شیراز بودند. از بین جامعۀ آماری، تعداد چهل دانشآموز به روش نمونهگیری خوشهای تصادفی بهعنوان نمونۀ پژوهش انتخاب و به روش تصادفی در دو گروه آزمایش (20 نفر) و کنترل (20 نفر) گمارده شدند. بهمنظور جمعآوری دادههای پژوهش از پرسشنامۀ درجهبندی رفتاری کارکردهای اجرایی-ویراست دوم (Gioia, et al., 2015) و پرسشنامۀ خودکارآمدی تحصیلی (SASEQ، مظاهری و صادقی، 1394) استفاده شد. برنامۀ آموزش توانبخشی شناختی به مدت ده جلسۀ یک و نیم ساعته برای گروه آزمایش اجرا شد. برای تجزیهوتحلیل اطلاعات از آزمون آماری تحلیل کوواریانس استفاده شد. یافتهها: یافتههای پژوهش نشان داد که آموزش توانبخشی شناختی بر شاخصهای کارکردهای اجرایی (تنظیم شناخت، تنظیم رفتار، تنظیم هیجان) (001/0 P<، 37/12=F) و خودکارآمدی تحصیلی و ابعاد آن (خودکارآمدی آیندۀ تحصیلی، خودکارآمدی عملکرد تحصیلی و خودکارآمدی مهارتهای تحصیلی) (001/0 P<، 10/9=F) اثربخش است؛ بهعبارتدیگر، آموزش توانبخشی شناختی منجر به بهبود کارکردهای اجرایی و افزایش خودکارآمدی تحصیلی دانشآموزان شده است. نتیجهگیری: با توجه به اثربخش بودن این برنامه، متخصصان و مشاوران مدرسه میتوانند از این برنامۀ آموزشی برای بهبود کارکردهای اجرایی و افزایش خودکارآمدی تحصیلی دانشآموزان استفاده کنند. | ||
| کلیدواژهها | ||
| توانبخشی شناختی؛ تنظیم شناخت؛ تنظیم رفتار؛ تنظیم هیجان؛ خودکارآمدی تحصیلی؛ کارکردهای اجرایی | ||
| عنوان مقاله [English] | ||
| The Effectiveness of Cognitive Rehabilitation on Executive Functions and Academic Self-efficacy of Sixth Grade Elementary Students | ||
| نویسندگان [English] | ||
| soghra ostovar1؛ Hossein Aflaki Fard2 | ||
| 1Department of Psychology and Counseling, Farhangian University, Tehran, Iran | ||
| 2, Department of Educational Sciences, Farhangian University, Tehran, Iran. | ||
| چکیده [English] | ||
| Background and Objectives: The executive functions are a collection of processes that are responsible for guiding, directing, and managing cognitive, emotional, and behavioral functions. The aim of this research was the effectiveness of cognitive rehabilitation on executive functions and academic self-efficacy of sixth grade female students in Shiraz city. Methods: The research method was an experiment with a pre-test-post-test design with a control group. The statistical population of the research was all sixth-grade female students in Shiraz. From among the statistical population, 40 students were selected as the research sample by random cluster sampling and randomly assigned to two groups: experimental (20) and control (20). In order to collect research data, the Behavioral Rating of Executive Functions Questionnaire - Second Edition (Gioia, et al.,2015) and the Academic Self-Efficacy Questionnaire (SASEQ Mazaheri & Sadeghi, 2015) were used. The cognitive rehabilitation training program was implemented for 10 sessions of one and a half hours for the experimental group. Analysis of covariance statistical test was used to analyze the data. Findings: The research findings showed that cognitive rehabilitation training was effective on executive function indicators (cognitive regulation, behavioral regulation, and emotional regulation) (P<0.001, F=12.37) and academic self-efficacy and its dimensions (self-efficacy for academic future, self-efficacy for academic performance, and self-efficacy for academic skills) (P<0.001, F=9.10). In other words, cognitive rehabilitation training has led to the improvement of executive functions and increased academic self-efficacy of students. Conclusion: Considering the effectiveness of this program, school specialists and counselors can use this educational program to improve executive functions and increase students' academic self-efficacy. | ||
| کلیدواژهها [English] | ||
| Cognitive rehabilitation, Indicators of executive functions, Cognitive regulation, Behavior regulation, Emotion regulation, Academic self-efficacy | ||
| مراجع | ||
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