اثربخشی آموزش تفکر انتقادی بر هیجان‌های تحصیلی و بهزیستی تحصیلی دانش‌آموزان پسر پایه ششم ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد مشاوره، دانشگاه آزاد اسلامی تهران شمال، تهران، ایران

2 کارشناسی ارشد مدیریت آموزشی، دانشگاه آزاد اسلامی واحد بروجرد، بروجرد، ایران

3 کارشناسی ارشد روان‌شناسی عمومی، دانشگاه آزاد اسلامی واحد سنندج، سنندج، ایران

4 کارشناسی ارشد روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه بیرجند، بیرجند، ایران

10.22099/jsli.2023.7192

چکیده

هدف از این پژوهش اثربخشی آموزش تفکر انتقادی بر هیجان‌های تحصیلی و بهزیستی تحصیلی دانش ­آموزان پسر پایه ششم ابتدایی شهر اهواز بود. روش این پژوهش، آزمایشی با طرح پیش ­آزمون- پس ­آزمون با گروه کنترل  بود. جامعه آماری این پژوهش را تمامی دانش آموزان پسر پایه ششم ناحیه ۱ شهر اهواز که در سال تحصیلی ۱۴۰۲-۱۴۰۱ در دورة ابتدایی مشغول‌به‌تحصیل بودند، تشکیل دادند. از بین جامعه آماری مذکور، تعداد ۲۸ دانش ­آموز به روش نمونه ­گیری تصادفی خوشه ­ای به‌عنوان نمونه پژوهش انتخاب و به روش تصادفی در دو گروه آزمایش (۱۴ نفر) و کنترل (۱۴ نفر) گمارده شدند. برنامه آموزش تفکر انتقادی به مدت ۱۲ جلسه یک‌ساعته برای گروه آزمایش اجرا شد. به‌منظور جمع ­آوری داده ­های پژوهش از پرسش‌نامه‌های هیجان‌های تحصیلی و بهزیستی تحصیلی استفاده شد. برای تجزیه‌و‌تحلیل داده ­ها، از روش آماری تحلیل کواریانس استفاده شد. نتایج حاصل از تجزیه‌و‌تحلیل داده­ های پژوهش نشان داد که آموزش تفکر انتقادی بر تغییر هیجان‌های تحصیلی و تقویت بهزیستی تحصیلی دانش­ آموزان پسر اثربخش بود. به عبارت دیگر آموزش تفکر انتقادی سبب کاهش هیجان‌های تحصیلی منفی، افزایش هیجان‌های مثبت و بهزیستی تحصیلی دانش ­آموزان شده است. با توجه به نتایج حاصل از این پژوهش می ­توان گفت که آموزش تفکر انتقادی، رویکردی مفید و سازنده در جهت بهبود و تقویت بسیاری از متغیرهای تحصیلی همچون هیجان‌های مثبت تحصیلی و بهزیستی تحصیلی است.

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