اثربخشی آموزش تفکر انتقادی بر حافظه کاری، انعطاف پذیری شناختی و تنظیم شناختی هیجان در دانش آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران، ایران.

2 دانش آموخته گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید بهشتی، تهران ایران

3 دانشگاه شهید بهشتی

10.48308/apsy.2024.233406.1599

چکیده


روش: در این پژوهش از طرحِ تمام‌آزمایشی پیش‌آزمون پس‌آزمون با گروه کنترل و همراه با پیگیری استفاده شد. جامعه آماری پژوهش حاضر شامل تمامی دانش‌آموزان پسر پایه دوازدهمِ مدرسة نیکان در منطقة یک آموزش و -پرورش شهر تهران در سال تحصیلی ۱۴۰۰-۱۴۰۱ بودند که تعداد ۳۰ نفر از آن‌ها با استفاده از روش نمونه‌گیری در‌دسترس، انتخاب و به صورت کاملاً تصادفی در دو گروة آزمایش و کنترل (هر کدام شامل ۱۵ نفر) قرار گرفتند. بسته آموزشی تفکر نقاد، پس از طراحی، به مدت ۱۰ جلسه سی‌دقیقه‌ای برای گروه آزمایش اجرا شد. مشارکت‌کنندگان به پرسشنامة حافظه کاری (دانیمن و همکاران، ۱۹۸۰)، انعطاف‌پذیری شناختی (دنیس و همکاران، ۲۰۱۰) و تنظیم شناختی هیجان (گارنفسکی و همکاران، ۲۰۰۶)، در سه مقطع پیش‌آزمون، پس‌آزمون و پیگیری یک ماهه، پاسخ دادند.

یافته‌ها: نتایج طرح تحلیل واریانس عاملی آمیختة ساده نشان داد که آموزش تفکر نقاد بر افزایش حافظه کاری، انعطاف‌پذیری شناختی و راهبرد‌های انطباقی تنظیم شناختی هیجان و کاهشِ راهبرد‌های ناانطباقی تنظیم شناختی هیجان مؤثر بود (۰۵/۰≥p).

نتیجه‌گیری: نتایج نشان داد که آموزش مهارت‌های تفکر نقاد از طریقِ تقویتِ سرمایة روانی و منابعِ مقابله‌ای مشارکت‌کنندگان، کُنش‌وری آن‌ها را در دو قلمرو شناختی و هیجانی، ارتقا می‌بخشد.




کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Effectiveness of Critical Thinking Training on Working Memory, Cognitive Flexibility and Cognitive Emotion Regulation in Students

نویسندگان [English]

  • Neda Nazarboland 1
  • Farnaz Khatailar 2
  • Ebrahim Alizadeh 3
1 Assistant Professor, Department of Counseling, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran
2 Department of Counseling, Faculty of Education and Psychology, Shahid Beheshti University, Tehran, Iran
3 Shahid Beheshti University
چکیده [English]

Aim: This research was conducted with the aim of determining the effectiveness of critical thinking training on working memory, cognitive flexibility and cognitive emotion regulation in students.
 
 Method: In this research, a pre-test-post-test true-experimental design with a control group and follow-up was used. The statistical population of the present study included all the 12th grade male students of Nikan School in one education district of Tehran in the academic year 1400-1401 and 30 of them were selected completely randomly using the available sampling method and placed in experimental and control groups (each containing 15 people). After designing, the critical thinking training package was implemented for 10 sessions and each session lasted 30 minutes for the experimental group. The participants responded to the working memory questionnaire (Danimin et al. 1980), cognitive flexibility Inventory (Dennis et al. 2010) and cognitive emotion regulation questionnaire (Garnefsky et al. 2006) in three phases: pre-test, post-test and one-month follow-up.
 
Results: The results of simple mixed factorial ANOVA showed that critical thinking training was effective in increasing working memory, cognitive flexibility and adaptive strategies of cognitive emotion regulation and reducing maladaptive strategies of cognitive emotion regulation (p≥0.05).
 
Conclusion: The results showed that teaching critical thinking skills by strengthening the participants' mental capital and coping resources improves their actions in both cognitive and emotional realms.

کلیدواژه‌ها [English]

  • Cognitive Flexibility
  • Critical Thinking
  • Cognitive Emotion Regulation
  • Working Memory
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