پژوهش های کیفی در علوم رفتاری

پژوهش های کیفی در علوم رفتاری

تدوین و اعتباریابی بستۀ آموزشی تنظیم کارکردهای اجرایی گرم دانش‌آموزان تیزهوش کم‌پیشرفت

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، مشاوره و تربیتی، دانشگاه فردوسی مشهد
2 دانشیار، گروه روان‌شناسی، مشاوره و تربیتی، دانشگاه فردوسی مشهد
3 استادیار، گروه روان‌شناسی، مشاوره و تربیتی، دانشگاه فردوسی مشهد
چکیده
زمینه: کارکردهای اجرایی گرم به‌عنوان یکی از مهم‌ترین مؤلفه‌های شناختی و هیجانی، نقش تعیین‌کننده‌ای در عملکرد تحصیلی دانش‌آموزان تیزهوش ایفا می‌کنند. این کارکردها بر نحوۀ مواجهۀ آن‌ها با ناکامی‌ها، تنظیم هیجانات در موقعیت‌های تحصیلی و حفظ انگیزه برای انجام تکالیف بلندمدت تأثیرگذارند. با این وجود، به‌نظر می‌رسد که دانش‌آموزان تیزهوش کم‌پیشرفت از مهارت‌ها و توانمندی‌های لازم در این زمینه برخوردار نیستند و مطالعات پژوهشی نیز توجه کافی به این مسئله نشان نداده‌اند. بنابراین، طراحی و ارائۀ بسته‌های آموزشی ویژه برای تنظیم کارکردهای اجرایی گرم در این گروه از دانش‌آموزان ضروری به نظر می‌رسد.
هدف: هدف پژوهش حاضر، تدوین و روایی‌سنجی بستۀ آموزشی تنظیم کارکردهای اجرایی گرم در دانش‌آموزان تیزهوش کم‌پیشرفت بود.
روش: روش این پژوهش، از نوع کیفی و به روش تحلیل محتوای هدایت شده بود. پژوهش در دو مرحله انجام شد؛ در مرحلۀ اول، بسته‌ای آموزشی با هدف تنظیم کارکردهای اجرایی گرم در دانش‌آموزان تیزهوش کم‌پیشرفت طراحی گردید و در مرحلۀ دوم، روایی بستۀ آموزشی از طریق فرم ارزیابی روایی محتوایی توسط ۱۱ متخصص حوزه‌های روان‌شناسی و علوم تربیتی مورد ارزیابی قرار گرفت. به‌منظور سنجش روایی آن، از نسبت روایی محتوایی (شاخص لاوشه؛ CVR) و شاخص روایی محتوایی (CVI) استفاده شد.
یافته‌ها: بستۀ آموزشی در 8 جلسه تدوین گردید، که مدت زمان هر جلسه 90 دقیقه در نظر گرفته شد. براساس نظر متخصصان، مقادیر نسبت روایی محتوایی برای هیچکدام از جلسات کمتر از 82/0 نبوده و مقادیر شاخص روایی محتوایی برای تمام جلسات بزرگ‌تر از 90/0 و در وضعیت مطلوبی بود. نتایج حاکی از آن است که متخصصان، وجود همۀ جلسات و محتوای تمامی جلسات را ضروری و مرتبط دانستند؛ لذا روایی محتوایی بستۀ آموزشی از نظر متخصصان تأیید گردید.
نتیجه‌گیری: با توجه به اهمیت حیاتی کارکردهای اجرایی گرم در بهبود پیشرفت تحصیلی و یادگیری موفق دانش‌آموزان تیزهوش کم‌پیشرفت، طراحی و اجرای بستۀ آموزشیِ ویژۀ تنظیم کارکردهای اجرایی گرم می‌تواند، به‌عنوان یک مداخلۀ بالقوه در پیشبرد فرآیند یادگیری و ارتقای عملکرد تحصیلی این گروه از دانش‌آموزان مورد توجه قرار گیرد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Development and Validation of a Training Package for the Regulation of Hot Executive Functions in Underachieving Gifted Students

نویسندگان English

fatemeh zarezardini 1
hossein kareshki 2
Sakineh Soltani Kouhbanani 2
maryam bordbar 3
1 Ph. D. Student Educational Psychology, Department of Psychology, Counseling & Educational, Ferdowsi University of Mashhad, Mashhad, Iran
2 Associate professor, Department of Psychology, Counseling & Educational, Ferdowsi University of Mashhad, Mashhad, Iran
3 Assistant professor, Department of Psychology, Counseling & Educational, Ferdowsi University of Mashhad, Mashhad, Iran
چکیده English

Background: Hot executive functions, as one of the most important cognitive–emotional components, play a decisive role in the academic performance of gifted students. These functions influence how students cope with failure, regulate emotions in academic situations, and maintain motivation to accomplish long-term tasks. Nevertheless, underachieving gifted students appear to lack sufficient skills and competencies in this domain, and existing research has paid limited attention to this issue. Therefore, designing and implementing specialized training packages aimed at regulating hot executive functions for this group of students seems essential.
Aim: The present study aimed to develop and establish the content validity of a training package for the regulation of hot executive functions in underachieving gifted students.
Method: This study employed a qualitative approach using directed content analysis. The research was conducted in two phases. In the first phase, a training package targeting the regulation of hot executive functions in underachieving gifted students was designed. In the second phase, the content validity of the training package was evaluated by 11 experts in the fields of psychology and educational sciences using a content validity assessment form. To determine content validity, the Content Validity Ratio (CVR; Lawshe’s index) and the Content Validity Index (CVI; Waltz & Bausell’s index) were utilized.
Results: The training package was developed in eight sessions, each lasting 90 minutes. Based on expert judgments, the Content Validity Ratio values for all sessions were not lower than 0.82, and the Content Validity Index values for all sessions exceeded 0.90, indicating an acceptable and desirable level of validity. The results showed that experts considered the inclusion of all sessions and the content of each session to be necessary and relevant. Accordingly, the content validity of the training package was confirmed by the panel of experts.
Conclusions: Given the critical importance of hot executive functions in enhancing academic achievement and successful learning among underachieving gifted students, the design and implementation of a specialized training package for regulating hot executive functions can be considered a potentially effective intervention for facilitating the learning process and improving the academic performance of this group of students.

کلیدواژه‌ها English

gifted
underachieving
training package
student
hot executive functions
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دوره 4، شماره 2 - شماره پیاپی 8
زمستان 1404
1404
صفحه 167-188

  • تاریخ دریافت 29 شهریور 1404
  • تاریخ بازنگری 08 دی 1404
  • تاریخ پذیرش 02 بهمن 1404