برنامه آموزشی کارکردهای اجرایی برای دانش‌آموزان: طراحی و بررسی اثربخشی مقدماتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

2 دانشیار گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، تهران، ایران.

3 استاد علوم اعصاب شناختی (مغز و شناخت)، دانشگاه شهید بهشتی، تهران، ایران.

چکیده


هدف: تقویت کارکرد‌های اجرایی یکی از اهداف آموزشی رویکرد‌های مختلف آموزشی و درمانی است. پژوهش حاضر به طراحی برنامه آموزش کارکرد‌های اجرایی و بررسی اثربخشی آن در دانش‌آموزان می‌پردازد.
روش: بسته آموزشی برای تقویت راهبرد‌های اجرایی نوجوانان با استفاده از روش نقشه‌نگاری مداخله، طراحی و به‌صورت پایلوت اجرا شد. طرح پژوهش حاضر پیش‌آزمون، پس‌آزمون با گروه کنترل بود. جامعه آماری شامل مقطع متوسطه اول شهر تهران بود که با استفاده از روش نمونه‌گیری در دسترس، تعداد ۳۲ نفر از آن‌ها انتخاب و به‌صورت تصادفی در دو گروه کنترل و آزمایش قرار داده شدند. بسته آموزشی به مدت ۱۰ جلسه‌ی یک ساعته برای گروه آزمایش اجرا شد. گروه کنترل هیچ مداخله‌ای دریافت نکردند. تمامی شرکت‌کنندگان در دو مرحله پیش‌آزمون و پس‌آزمون با آزمون‌های فراخنای ارقام، ردیابی، توجه پایدار و کشیش و آدمخوار مورد ارزیابی قرار گرفتند. جهت تجزیه و تحلیل داده‌ها، میزان تغییرات نمره‌های دو گروه از پیش‌آزمون تا پس‌آزمون، محاسبه و با استفاده از آزمون تی مستقل مقایسه شدند.
یافته‌ها: یافته‌ها نشان داد که برنامه آموزشی راهبرد‌های شناختی تأثیر معناداری در بهبود توجه پایدار و حل مسأله در دانش‌آموزان با تحول طبیعی داشته است (۰۵/۰ > p) اما این معناداری در آزمون‌های فراخنای ارقام و ردیابی دیده نشد (۰۵/۰ < p).
نتیجه‌گیری: می‌تواند مورد توجه قرار گیرد و مطالعات گسترده‌تری برای تعمیم نتایح پیشنهاد می‌شود.. برنامه آموزشی تقویت راهبرد‌های اجرایی می‌تواند موجب بهبود کارکرد‌های شناختی پایه و سطح عالی، از جمله کارکرد‌های توجهی و برنامه‌ریزی در دانش‌آموزان شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Program for Executive Function Training: Development and Preliminary Evaluation of Effectiveness in Students

نویسندگان [English]

  • Azin Sarraj Khorrami 1
  • Jalil Fathabadi 2
  • Vahid Nejati 3
1 Ph.D. Candidate in Educational Psychology, Shahid Beheshti University, Tehran, Iran.
2 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Science, Shahid Beheshti University, Tehran, Iran.
3 Professor, Department of Cognitive Neuroscience (Brain and Cognition), Shahid Beheshti University.
چکیده [English]

Aim: Executive function training is one of the main goals of different educational and therapeutic approaches. This study aimed to design and evaluate the effectiveness of an executive functions training program.
Method: The study employed a pre-test and post-test design with a control group. The sample consisted of 32 female middle school students in Tehran, selected through convenience sampling and randomly assigned to either the experimental or control group. The experimental group participated in the "Enhancing Executive Strategies" program, developed using the intervention mapping method, over ten one-hour sessions. The control group received no intervention. All participants were assessed at two-time points, pre-test and post-test, using the Sustained Attention Test, Trail Making Test, Span Tests and the Missionaries and Cannibals problem-solving test. Data analysis compared pre- to post-test score changes between groups using an independent t-test.
Results: The program significantly improved sustained attention and problem-solving skills in typically developing students (p < 0.05). However, this significance was not seen in the digit span and trail-making tasks (p > 0.05).
Conclusion: These findings suggest that the "Enhancing Executive Strategies" program is an effective school-based intervention for improving students'
 cognitive functions, leading to enhanced academic and everyday performance.

کلیدواژه‌ها [English]

  • Executive Strategies Education
  • Cognitive Functions
  • Students

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