ساخت برنامه داربست‌سازی انگیزشی بر اساس الگوی نقشه‌نگاری مداخله و اثربخشی آن بر جهت‌گیری‌های هدفی و ارزیابی‌های شناختی والدین

نوع مقاله : مقاله پژوهشی

نویسندگان

دانشگاه شهید بهشتی

چکیده

 
هدف: پژوهش حاضر با هدف ساخت برنامه داربست‌سازی انگیزشی و تعیین اثربخشی آن بر جهت‌گیری‌های هدفی و ارزیابی‌های شناختیوالدین انجام شد. روش: پس از طراحی برنامه آموزشی داربست سازی انگیزشی بر اساس نقشه نگاری مداخله، به منظور بررسی اثربخشی آن از پژوهش شبه‌آزمایشی با طرح پیش‌آزمون ـ پس‌آزمون همراه با پیگیری و گروه گواه استفاده شد. جامعه آماری شامل تمامی والدین ­دانش‌آموزان پایه هشتم منطقة 4 آموزش و پرورش شهر تهران و نمونة آماری نیز شامل 30 مادر دارای فرزند کلاس هفتم و هشتم بودند که به کمک روش نمونه‌گیری در دسترس انتخاب و پس از واگذاری در گروه‌های آزمایشی به مقیاس ارزیابی شناختی استرس وابزار جهت­ گیری هدفی والدینپاسخ دادند. برنامه داربست‌سازی انگیزشی در ده جلسه دو ساعته به صورت هفتگی و از طریق اپلیکیشن واتساپ برای گروه آزمایش اجرا شد. یافته­ ها: نتایج روش آماری تحلیل واریانس مختلط ساده نشان داد که این برنامه با 05/0P<، در افزایش جهت‌گیری هدفی تسلطی (20/4 =F) و ارزیابی چالشی (40/4 =F) و ارزیابی از منابع (31/6 = F) و در کاهش جهت‌گیری عملکردی (97/3 =F) و ارزیابی شناختی تهدیدنگر (88/3 =F) مؤثر بود. نتیجه­ گیری: در مجموع، نتایج با تاکید بر مشخصه‌های کارکردی برنامه داربست‌سازی برای تغییر در وضعیت انگیزشی والدین نشان داد که اصطلاح‌شناسی انگیزشی معرف نیمرخ انگیزشی والدین با سازه‌های انگیزشی ناظر بر جهت‌گیری انگیزشی دانش‌آموزان مشابه بود. بنابراین، جهت‌گیری انگیزشی والدین به عنوان یکی از تعیین کننده‌ترین عناصر بافتاری مؤثر بر نیمرخ انگیزشی دانش‌آموزان محسوب می‌شود.
 
 

کلیدواژه‌ها

عنوان مقاله [English]

Developing of motivational scaffolding program based on the intervention mapping and effectiveness on goal orientations and cognitive appraisal in parents

نویسندگان [English]

  • fateme rashidipour
  • omid shokri
  • jalil fathabadi
  • hossein pourshahriar
shahid beheshti university
چکیده [English]

 
Aim: The aim of this study was to developing a motivational scaffolding program and evaluate effectiveness on goal orientations and cognitive appraisal in parents. Method: First, the intervention mapping was used to design a motivational scaffolding training program. Then, quasi-experimental research with pre-test-post-test design with follow-up and control group was used. The statistical population included all parents of eighth grade students in Tehran's 4th education district. The statistical sample included 30 mothers with seventh and eighth grade children who were selected using available sampling method. After assignment in experimental and control groups, they responded to the Cognitive Appraisal Scale and parental goal orientation tool. The motivational scaffolding program was implemented in ten two-hour sessions weekly for the experimental group through the WhatsApp application. Results: The results of simple mixed analysis of variance statistical method showed that this training program (p<0.05) was effective in increasing the mastery goal orientation (F=4.20) and challenging Appraisal (F= 4.40)and evaluation of resources (F= 6.31), as well as reducing performance goal orientation (F= 3.97) and threatening cognitive appraisal (F= 3.88) in the parent group. Conclusion: The results showed that by emphasizing the functional characteristics of the scaffolding program for changing parents' motivational status, motivational terminology identifying the motivational profile of parents was similar to the motivational constructs governing students' motivational orientation. Therefore, parental motivational orientation is considered as one of the most determining contextual elements affecting students' motivational profile.
 

کلیدواژه‌ها [English]

  • motivational scaffolding
  • intervention mapping
  • parental goal orientation
  • cognitive Appraisal of stress

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