رابطه‌ی بین هوش هیجانی و آگاهی فراشناختی از راهبردهای خواندن با عملکرد تحصیلی دانشجویان گروه علوم تربیتی دانشگاه شهید

دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی

مقاله 1، دوره 2، شماره 6، خرداد و تیر 1390، صفحه 1-22

نوع مقاله: مقاله پژوهشی

نویسندگان

محسن طالب زاده نوبریان^{* 1}؛ عباس علی نوروزی²

¹عضو هئیت علمی گروه علوم تربیتی دانشگاه شهید بهشتی

²دانشجوی کارشناسی ارشد آموزش بزرگسالان دانشگاه شهید بهشتی

تاریخ دریافت: 10 آذر 1394،  تاریخ پذیرش: 10 آذر 1394 

چکیده

هدف از این پژوهش بررسی رابطه‌ی بین هوش هیجانی و آگاهی فراشناختی از راهبردهای خواندن با عملکرد تحصیلی دانشجویان بود. روش پژوهش از نوع همبستگی و جامعه‌ی آماری شامل تمامی دانشجویان دوره‌های کارشناسی و کارشناسی ارشد گروه علوم تربیتی دانشگاه شهید بهشتی تهران بود که بر اساس روش نمونه گیری تصادفی ساده تعداد 127 نفر به عنوان نمونه‌ی آماری انتخاب و به پرسشنامه‌ی هوش هیجانی شرینگ و پرسشنامه آگاهی فراشناختی از راهبردهای خواندن مختاری و ریچارد پاسخ دادند. معدل کل دانشجویان نیز به عنوان شاخص عملکرد تحصیلی در نظر گرفته شد. یافته‌ها نشان دادند که بین مؤلفه‌های هوش هیجانی (به جز مؤلفه‌ی همدلی) و تمام مؤلفه‌های آگاهی فراشناختی از راهبردهای خواندن با عملکرد تحصیلی دانشجویان رابطه‌ی معنادار و مثبت وجود دارد. در متغیر هوش هیجانی، مؤلفه‌های مهارت‌های اجتماعی و خود کنترلی و در متغیر آگاهی فراشناختی از راهبردهای خواندن، راهبردهای حل مسئله و راهبرهای کلی خواندن به ترتیب بیش‌ترین سهم را در تبیین عملکرد تحصیلی داشتند. در متغیرهای پژوهش بین دانشجویان به تفکیک جنسیت تفاوتی معنادار وجود نداشت، اما به تفکیک دوره‌ی تحصیلی در زیر مؤلفه‌ی همدلی، نمره‌ی هوش هیجانی دوره‌ی تحصیلی کارشناسی بیش-تر از دوره‌ی ارشد بود. میزان آگاهی فراشناختی از راهبردهای خواندن نیز در راهبرد کلی خواندن و راهبرد حمایت خواندن، نزد دانشجویان ارشد بیش‌تر از دانشجویان کارشناسی بود. در حالی که در مؤلفه‌ی راهبرد حل مسئله، از لحاظ آماری تفاوتی معنادار بین دو گروه وجود ندارد.

کلیدواژه‌ها

هوش هیجانی؛ آگاهی فراشناختی؛ راهبردهای یادگیری؛ عملکرد تحصیلی

عنوان مقاله [English]

The Relationship between Emotional Intelligence and Metacognitive Awareness of Reading Strategies with the Academic Performance of Students of Education

نویسندگان [English]

mohsen. talebzadehnobarian¹؛ A.A Norozi²

چکیده [English]

The aim of this research was to study the relationship between emotional intelligence (EQ) and metacognitive awareness of reading strategies (MARS) on the one hand, and academic performance on the other. The research method was correlation. The statistical population included all education students at both B.A and M.A levels who study at ShahidBeheshti University. Using a simple accidental sampling procedure, 127 students were selected and responded to the EQ questionnaire and MARS questionnaires. Students’ GPAswere considered as the measure of their academic performance. Findings showed that there were positive and significant relationships among EQ(except for empathy) and all dimensions of MARS with academic performance. Social skills and self-control subscalesin the EQ; and problem-solving strategies and global reading strategies dimensions in the MARS had the highest share in explaining academic performance. With respect to differences between two genders, such differences were not substantiated. Undergraduates had a better performance than undergraduates in the empathy subscale in the EQ measure. On the other hand, graduates scored better on the two dimensions of global reading strategies and the strategy of supporting reading in the MARS. However, in the dimension of problem solving no significant difference was found between the two groups.

کلیدواژه‌ها [English]

Emotional intelligence, Metacognitive Awareness, Learning Strategies, academic performance

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