نوع مقاله : مقاله پژوهشی

نویسندگان

• فاطمه باقری حسین آبادی ¹
• ناصر یوسفی ²

¹ کارشناسی ارشد مشاوره، گروه مشاوره، واحد خمینی شهر، دانشگاه آزاد اسلامی، خمینی شهر، ایران

² دانشیار مشاوره، گروه مشاوره و گروه پژوهشی آسیب‌شناسی خانودده و تربیت، دانشگاه کردستان، ایران.

چکیده

هدف: پژوهش حاضر بررسی اثربخشی مداخله تلفیقی مبتنی بر مصاحبه انگیزشی و مهارت‌های فراشناختی بر اهمال‌کاری تحصیلی، تاب‌آوری تحصیلی و انگیزش پیشرفت تحصیلی در دانش‌آموزان با سابقه مدرسه گریزی بود. روش: روش پژوهش حاضر شبه آزمایشی با طرح پیش‌آزمون-پس‌آزمون و پیگیری سه ماهه با دو گروه آزمایش و گواه بود. جامعه آماری پژوهش شامل تمام دانش‌آموزان پسر مقطع دبیرستان با سابقه مدرسه-گریزی شهرستان اصفهان بود. تعداد 30 دانش‌آموز با روش نمونه‌گیری تصادفی ساده انتخاب و در دو گروه آزمایش و گواه جایگزین شد. شرکت کنندگان پرسشنامه‌های اهمال‌کاری تحصیلی سولومون و راث بلوم، پرسشنامه تاب‌آوری تحصیلی ساموئز و پرسشنامه انگیزه پیشرفت تحصیلی هرمنس را تکمیل کردند. داده‌ها با استفاده از آزمون تحلیل کواریانس چند متغیره تجزیه و تحلیل شد. یافته‌ها: نتایج نشان داد که مداخله تلفیقی مبتنی بر مصاحبه انگیزشی و مهارت‌های فراشناختی موجب کاهش اهمال‌کاری تحصیلی و افزایش تاب‌آوری و انگیزه پیشرفت تحصیلی دانش‌آموزان با سابقه مدرسه‌گریزی شده است (05/0>p). نتیجه‌گیری: پژوهش حاضر نشان داد که تلفیق دو مداخله مصاحبه انگیزشی و مهارت‌های فراشناختی از اثربخشی مطلوبی برخوردار است.

کلیدواژه‌ها

• اهمال‌کاری تحصیلی
• تاب‌آوری تحصیلی
• انگیزش پیشرفت تحصیلی
• مدرسه‌گریزی

موضوعات

• روان‌شناسی تربیتی

عنوان مقاله [English]

The effectiveness of integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience and motivation for academic achievement in students with a history of dropout

نویسندگان [English]

• Fatemeh Bagheri Hosein Abadi ¹
• Naser Yoosefi ²

¹ Master of Counseling, Department of Counseling, Khomeini Shahr Branch, Islamic Azad University, Khomeini Shahr, Iran

² Associate Professor of Counseling, Counseling Department and Research Department of Family Pathology and Education, University of Kurdistan, Iran.

چکیده [English]

Aim: The aim study was to investigate the effectiveness of an integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience and motivation for academic achievement in students with a history of dropping out of school. Method: The method of the present study was quasi-experimental with pre-test-post-test design and quarterly follow-up with two experimental and control groups. The statistical population of the study included all male high school students with a history of dropping out of school in Isfahan city. 30 students were selected by simple random sampling and replaced in experimental and control groups. Participants completed the Academic Procrastination Questionnaire, the Academic Equality Questionnaire, and the Academic Achievement Motivation Questionnaire. Data were analyzed using multivariate analysis of covariance. Results: The results showed that the integrated intervention based on motivational interview and metacognitive skills reduced academic procrastination and increased resilience and academic achievement motivation of students with a history of dropping out of school. Conclusion: The present study showed that the combination of two interventions of motivational interview and metacognitive skills has a favorable effect.
Aim: The aim study was to investigate the effectiveness of an integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience and motivation for academic achievement in students with a history of dropping out of school. Method: The method of the present study was quasi-experimental with pre-test-post-test design and quarterly follow-up with two experimental and control groups. The statistical population of the study included all male high school students with a history of dropping out of school in Isfahan city. 30 students were selected by simple random sampling and replaced in experimental and control groups. Participants completed the Academic Procrastination Questionnaire, the Academic Equality Questionnaire, and the Academic Achievement Motivation Questionnaire. Data were analyzed using multivariate analysis of covariance. Results: The results showed that the integrated intervention based on motivational interview and metacognitive skills reduced academic procrastination and increased resilience and academic achievement motivation of students with a history of dropping out of school. Conclusion: The present study showed that the combination of two interventions of motivational interview and metacognitive skills has a favorable effect.
Aim: The aim study was to investigate the effectiveness of an integrated intervention based on motivational interview and metacognitive skills on academic procrastination, academic resilience and motivation for academic achievement in students with a history of dropping out of school. Method: The method of the present study was quasi-experimental with pre-test-post-test design and quarterly follow-up with two experimental and control groups. The statistical population of the study included all male high school students with a history of dropping out of school in Isfahan city. 30 students were selected by simple random sampling and replaced in experimental and control groups. Participants completed the Academic Procrastination Questionnaire, the Academic Equality Questionnaire, and the Academic Achievement Motivation Questionnaire. Data were analyzed using multivariate analysis of covariance. Results: The

کلیدواژه‌ها [English]

• Academic Procrastination
• Academic Resilience
• Academic Achievement Motivation
• School Abandonment