اثربخشی آموزش الگوی برنامه‌ریزی درسی مبتنی بر خود نظم‌دهی و پاداش بر کاهش اضطراب امتحان دانشجویان

نوع مقاله : مقاله پژوهشی

نویسنده

دانشگاه شهید بهشتی

چکیده

هدف: هدف پژوهش تعیین اثربخشی آموزش الگوی برنامه­ریزی درسی مبتنی بر خود نظم­دهی و پاداش در کاهش اضطراب امتحان دانشجویان بود. روش: روش پژوهش شبه ­آزمایشی با طرح پیش­آزمون، پس­آزمون و جامعه آماری کلیه دانشجویان مقطع کارشناسی مراجعه­کننده به مرکز خدمات روان­شناختی و مشاوره دانشگاه شهید بهشتی بود. با استفاده از روش نمونه­گیری در دسترس از میان آن­ها 32 دانشجو، 16 دختر و 16 پسر بر اساس نتایج مصاحبه تشخیصی و نمره­های پرسش­نامه اضطراب امتحان فریدمن و بنداز-جاکوب (1997) انتخاب و به­صورت تصادفی در گروه­های آزمایش و گواه جایگزین شد. الگوی برنامه­ریزی درسی مبتنی بر خود نظم­دهی و پاداش زیندر و ماتیوس (2005) در قالب شش جلسه مشاوره تحصیلی هفته­ای یک جلسه به­مدت 60 دقیقه در گروه آزمایش اجرا شد. یافته­ها: نتایج نشان داد تفاوت گروه آزمایش در نمره کلی و ترکیب ابعاد سه­گانه اضطراب امتحان در مقایسه با پیش­آزمون و گروه گواه معنی­دار، و اثرپذیری دو مؤلفه خطای شناختی و تنیدگی به میزان قابل توجهی، بیشتر مربوط به مؤلفه تحقیر اجتماعی است. نتیجه­گیری: برنامه آموزش الگوی برنامه­ریزی درسی مبتنی بر خود نظم­دهی و پاداش روش مؤثری است که از طریق اصلاح و کنترل خطای شناختی و تنیدگی دانشجویان تا حد قابل­توجهی سطح اضطراب امتحان دانشجویان را کاهش می­دهد. کلیدواژه­ها: اضطراب امتحان، برنامه­ریزی درسی، پاداش، خود نظم­دهی.

کلیدواژه‌ها

عنوان مقاله [English]

Effectiveness of a curriculum planning pattern training based on self-regulation and reward to reduce test anxiety in university students

چکیده [English]

Aim: The aim of the study was to determine the effectiveness of a curriculum planning pattern training based on self-regulation and reward to reduce test anxiety in university students. Method: Research method was a quasi-experimental with pre-test and post-test design and a population of all undergraduate students admitted to the center of counseling and psychological service center at the Shahid Beheshti University. Using sampling of those available, 32 Student 16 girls and 16 boys was selected regarding the results of diagnostic interview and Friedman and Bendas-Jacob test anxiety questionnaire (1997) and were placed in control and experimental groups randomly. The curriculum planning pattern based on self-regulation and reward introduced by Zeidner and Matthews (2005) was performed for the experimental group in six weekly 45 to 60 minutes sessions of educational counseling. Results: The findings showed that the differences of the experimental group in the total scores and combining the three dimensions of anxiety was significant compared to the pretest and control group, and the taking effect of two component of cognitive obstruction and tenseness are more related to the component of social derogation substantially. Conclusion: The curriculum planning pattern based on self-regulation and reward is an effective way to reduce students' anxiety levels through correction and control of their cognitive obstruction and tenseness.


Keywords: curriculum planning, reward, self-regulation, test anxiety

کلیدواژه‌ها [English]

  • curriculum planning
  • reward
  • self-regulation
  • test anxiety

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