نوآوری های اخیر در روان‌شناسی

نوآوری های اخیر در روان‌شناسی

اثربخشی روش تدریس معکوس بر پیوند با مدرسه و هیجانات تحصیلی دانش آموزان دختر

نوع مقاله : پژوهشی اصیل

نویسندگان
1 کارشناسی ارشد روانشناسی تربیتی، دانشگاه سیستان و بلوچستان، زاهدان، ایران.
2 دانشیار، گروه علوم تربیتی، دانشگاه سیستان و بلوچستان، زاهدان، ایران
3 کارشناسی ارشد مدیریت و برنامه ریزی آموزشی، دانشگاه سیستان و بلوچستان، زاهدان. ایران
چکیده
این پژوهش با هدف تعیین اثربخشی روش تدریس معکوس بر پیوند با مدرسه و هیجانات تحصیلی دانش‌آموزان انجام گرفت. روش انجام تحقیق نیمه آزمایشی از نوع پیش‌آزمون - پس‌آزمون با گروه آزمایش و کنترل بود. جامعه آماری این پژوهش شامل کلیه دانش‌آموزان دختر پایه هفتم شهر میانشهر (فسا) در سال تحصیلی 1403-1402بود که با روش نمونه‌گیری در دسترس تعداد ۳۰ نفر دانش‌آموز انتخاب و به صورت تصادفی در دو گروه آزمایش (15 نفر) و کنترل (15 نفر) جایگزین شدند. گروه آزمایش تحت مداخله روش تدریس معکوس طی 12 جلسه 60 دقیقه‌ای قرار گرفتند، اما گروه کنترل هیچ‌گونه مداخله‌ای دریافت نکردند. ابزار پژوهش پرسشنامه پیوند با مدرسه (SBQ) و پرسشنامه هیجان تحصیلی (AEQ) بود. در تجزیه و تحلیل داده‌ها از تحلیل کواریانس چندمتغیره استفاده شد. یافته‌های پژوهش نشان داد روش تدریس معکوس بر پیوند با مدرسه اثربخشی مثبت و معناداری دارد (0.01>P) و توانست میزان پیوند با مدرسه دانش‌آموزان دختر را افزایش دهد. همچنین نتایج نشان داد روش تدریس معکوس بر هیجانات تحصیلی دانش‌آموزان اثربخشی بوده (0.01>P) و توانست هیجانات مثبت را در دانش‌آموزان دختر افزایش و هیجانات منفی را کاهش دهد. با توجه به نتایج این پژوهش می‌توان گفت از جمله رویکردهای آموزشی مفید و ارزشمند در جهت تقویت پیوند با مدرسه و هیجانات تحصیلی دانش‌آموزان، آموزش به شیوه روش تدریس معکوس است.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

The Effectiveness of Flipped Teaching on Female Students' School Bonding and Academic Emotions

نویسندگان English

Mahdiye Yahyanezhad 1
Afsaneh Marziyeh 2
Sajjad Kazemi 3
1 MSc. in Educational Psychology, University of Sistan and Baluchestan, Zahedan, Iran
2 Associate Professor, Department of Educational Sciences, University of Sistan and Baluchestan, Zahedan, Iran
3 MSc. in Management and Educational Planning, University of Sistan and Baluchestan, Zahedan, Iran
چکیده English

The current study aimed to explore the effectiveness of the Flipped Teaching in enhancing female students' school bonding and academic emotions. Employing a quasi-experimental design, this study utilized a pre-test and post-test framework with control group. The research encompassed all seventh-grade female students from Mianshahr (Fars province, Iran) for the 2023-2024 academic year. Participants were randomly assigned into two groups: an experimental group (15 students) and a control group (15 students), selected via convenience sampling. Throughout 12 sessions, each lasting 60 minutes, the experimental group engaged with the Flipped Classroom methodology, while the control group did not receive any such intervention. Data collection instruments included the School Bonding Questionnaire (SBQ) and the Achievement Emotions Questionnaire (AEQ). Analytical procedures involved Multivariate Analysis of Covariance. Results indicated that the Flipped Classroom approach significantly enhanced school bonding (P<0.01) and positively influenced the academic emotions of the female students, fostering increased positive emotions and reducing negative ones (P<0.01). The findings suggest that the Flipped Classroom method is an effective educational strategy for strengthening students' connection to their school environment and enhancing their academic emotions.

کلیدواژه‌ها English

academic emotions
flipped teaching
school bonding

References

Ahmedabadi, A., Safari, M., & Alizadeh, H. (2019). Flipped teaching method: A new way to reduce shyness in students. Pedagogy of Farhangian University, 6(22), 37-48 (In Persian). URL: https://journals.cfu.ac.ir/article_1224.html?lang=en

Akçayır, G., & Akçayır, M. (2018). The flipped classroom: A review of its advantages and challenges. Computers & Education, 126, 334-345. https://doi.org/10.1016/j.compedu.2018.07.021

Atef, A., Seddiqi, N., & Mubarez, G (2024). The effectiveness of the flipped classroom teaching method on the components of academic optimism in mathematics. Journal of Mathematics and Statistics Studies, 5(1), 21-26. https://doi.org/10.30495/jinev.2023.1971357.2792

Baneshi, A. R., Samadieh, H., & Ejei, J. (2015). Achievement goals and academic performance: The Mediating Role of Achievement and Self Regulated Emotions. Journal of Psychology, 18(4), 381-392 (In Persian). URL: https://www.researchgate.net/publication/322910348

Bordbar, M., & Samadieh, H. (2020). The Mediating Role of Epistemic Curiosity in Relationship between University Students’ Epistemic Beliefs and Agentic Engagement. Studies in Learning & Instruction, 12(1), 82-102 (In Persian). https://doi.org/10.22034/iepa.2024.433796.1464

Charteris, J., & Page, A. (2021). School bonding, attachment, and engagement through remote learning: Fostering school connectedness. Teachers Work, 18(2), 91-108. https://doi.org/10.24135/teacherswork.v18i2.329

Deatacamento, R. (2018). Academic emotions and performance of the senior high school students: Basis for intervention program. SMCC Higher Education Research Journal, (5), 69-91. http://dx.doi.org/10.18868/sher5j.05.01213.04

Ghorbanzadeh, P. (2019). Comparison of the effect of reverse education and traditional education on the academic enthusiasm of elementary school students. Applied Educational Leadership, 1(4), 69-80 (In Persian). URL: https://ael.uma.ac.ir/article_1158.html?lang=en

Herlambang, A. D., Ririn., R., & Rachmadi, A. (2024). The flipped-classroom effect on vocational high school students' learning outcomes. International Journal of Evaluation and Research in Education (IJERE), 13(3), 1807-181. http://doi.org/10.11591/ijere.v13i3.26757

Kadivar, P., Farzad, V., Kavosian, J., & Nikdel, F. (2009). Validation of pakran's academic emotions questionnaire. Journal of Educational Innovations, 8(32), 7-38 (In Persian). URL: https://noavaryedu.oerp.ir/article_78909.html?lang=en

Kikha, A., Marzieh, A., & Janabadi, H. (2017). The relationship between teacher's teaching style and students' academic motivation and engagement. Teaching and Learning Research, 15(2), 37-48 (In Persian). https://doi.org/10.22070/tlr.2020.2527

Kinoshita, M., Kawabata, Y., & Onishi, A. (2024). The longitudinal association between school bonding and delinquency among adolescents. Current Psychology, 1-13. URL: https://link.springer.com/article/10.1007/s12144-024-06483-7

Lawrence, T. (2022). Family violence, depressive symptoms, school bonding, and bullying perpetration: an intergenerational transmission of violence perspective. Journal of school violence, 21(4), 517-529. https://doi.org/10.1080/15388220.2022.2114490

Lipkin-Moore, S. G. (2020). The Relationship Between School Climate, School Valuing, and Academic Achievement Among Middle School Students. University of Maryland, Baltimore County. URL: https://www.proquest.com/openview/727abcac464c02ab06aa283e7a587969

Lo, S. K., & Hew, K. F. (2021). Student Engagement in Mathematics Flipped Classrooms: Implications of Journal Publications From 2011 to 2020. Frontiers in psycology, 12, 672610. https://doi.org/10.3389/fpsyg.2021.672610

Luo, J. T., Sun, M., Wu, B., & Gu, X. Q. (2014). Exploring the effectiveness of a flipped classroom based on control-value theory: a case study. In Workshop Proceedings of the 22nd International Conference on Computers in Education, ICCE. URL:https://www.researchgate.net/profile/Xiaoqing-Gu-

Maiya, S., Dotterer, A. M., & Whiteman, S. D. (2021). Longitudinal Changes in Adolescents’ School Bonding During the COVID-19 Pandemic: Individual, Parenting, and Family Correlates. Journal of research on adolescence, 31(3), 808-819. https://doi.org/10.1111/jora.12653

Moya. G., Bunn, F., Jemens-Iglesisans, A., Paniagua, C. & Brooks, f (2019). The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature. Educational Review, 71, 423-444. https://doi.org/10.1080/00131911.2018.1424117

Niai, S., Imanzadeh, A., & Vahedi, Sh. (2021). The effectiveness of flipped teaching on math anxiety and math performance of fifth grade students in Marand city. Educational Technology, 15(3), 419-428 (In Persian). https://doi.org/10.22061/tej.2020.5908.2303

Oelsner, j., Lippold, M. A., & Greenberg, T. (2011). Factors Influencing the Development of school bonding Among Middle School Students. The Journal of early adolescence, 31(3), 463–487. http;//doi.org/10.1177/0272431610366244

Ooi, S. X., & Cortina, K. S. (2023, September). Cooperative and competitive school climate: Their impact on sense of belonging across cultures. In Frontiers in Education (Vol. 8, p. 1113996). Frontiers Media SA. https://doi.org/10.3389/feduc.2023.1113996

Ozdamli, F., & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105. URL: http://sproc.org/ojs/index.php/wjet

Ozgenel, M., Yılmaz, F. C., & Baydar, F. (2018). School climate as a predictor of secondary school students’ school attachment. Eurasian Journal of Educational Research, 18(78), 87-116. http://dx.doi.org/10.14689/ejer.2018.78.5

Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational psychology review, 18, 315-341. https://doi.org/10.1007/s10648-006-9029-9

Pekrun, R. (2016). Academic emotions. In Handbook of motivation at school (pp. 120-144). Routledge. URL:https://www.taylorfrancis.com/chapters/edit/10.4324/9781315773384-8/

Pekrun, R., Goetz, T., & Perry, R. P. (2005). Achievement Emotions Questionnaire (AEQ). User’s manual. Munich, Germany: Department of Psychology, University of Munich. URL:https://www.researchgate.net/profile/Javier-Sanchez-Rosas/

Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105. https://doi.org/10.1207/S15326985EP3702_4

Peng, A., Patterson, M. M., & Joo, S. (2024). What fosters school connectedness? The roles of classroom interactions and parental support. Journal of youth and adolescence, 53(4), 955-966. https://doi.org/10.1007/s10964-023-01908-1

Polat, E., Hopcan, S., & Arslantaş, T. K. (2022). The association between flipped learning readiness, engagement, social anxiety, and achievement in online flipped classrooms: a structural equational modeling. Education and Information Technologies, 27(8), 11781-11806. http://dx.doi.org/10.1007/s10639-022-11083-8

Razm, F., Hafizi, F., Marashian, F., Naderi, F., & Dashtboorgi, Z. (2022). Investigating the effectiveness of the flipped teaching method on information literacy and academic enthusiasm of female students of the second secondary level. Bi-Quarterly Scientific Journal of Sociology of Education, 8(1), 255-265 (In Persian). http://doi.org/10.22034/ijes.2022.542672.1194

Rezaei Sharif, A., Hejazi, E., Qazi Tabataba'i, M., & Ezhei, J. (2014). Construction and preparation of SBQ in students. Journal of School Psychology, 3(1), 55-67 (In Persian). URL: https://jsp.uma.ac.ir/article_158.html

Sadri, M., Samadieh, H., & Deilami, S. (2024). The Mediating Role of Academic Enjoyment in the Relationship Between Satisfaction of Psychological Needs and Students' Agentic engagement. Journal of Psychology, 27(4), 385-394 (In Persian). URL: http://www.iranapsy.ir/en/Article/40122

Sāhebyār, H., & Mesrābādi, J. (2021). The effectiveness of flipped learning on educational indicators: A meta-analysis study. Journal of Educational Innovations, 20(3), 7-30 (In Persian). https://doi.org/10.22034/jei.2021.221800.1398

Samadieh, H., & Tanhaye Reshvanloo, F. (2023). The Relationship Between Sense of Belonging and Life Satisfaction Among University Students: The Mediating Role of Social Isolation and Psychological Distress. Iranian journal of educational sociology, 6(3), 11-24. http://dx.doi.org/10.61186/ijes.6.3.11

Samadieh, H., Bordbar, M., & Ghasemi, S. A. (2024). The 3*2 Achievement Goals Model and University Students' Agentic Engagement: The Mediating Role of an Epistemic Emotion. Iranian Journal of Learning and Memory, 6(24), 49-59. https://doi.org/10.22034/iepa.2024.433796.1464

Samadieh, H., Gholamali Lavasani, M., & Khamesan, A. (2017). Causal modeling of student's academic achievement Based on achievement goals and achievement emotions. Journal of Applied Psychological Research, 8(2), 17-34 (In Persian). https://doi.org/10.22059/japr.2017.63705

Samadieh, H., Kareshki, H., Amin Yazdi, S. A., & Hejazi, E. (2024). Motivational Antecedents of Students' Sense of Belonging to University: The Role of Autonomy, Competence, Relatedness and Individual Interest. Education Strategies in Medical Sciences, 17(1), 33-44 (In Persian). URL: http://edcbmj.ir/article-1-2667-en.html

Setayeshi Azhari, M., Raisi, H., Fazlolahi, S., & Azarnosh, I. (2024). The Determinants of Math Motivation in Students: The Contribution of School Bonding and Academic Self-efficacy. Educational and Scholastic studies, 13(2), 91-102 (In Persian). https://doi.org/10.48310/pma.2024.3653

Shahabi, S., Jadidi, H., & Yarahmadi, Y. (2021). Elaboration of the casual modeling of Academic Emotion based on the Achievement goal Orientation with regard to the Academic Self-concept and the Task value. Journal of Educational Psychology Studies, 18(42), 156-178. https://doi.org/10.22111/jeps.2021.6385

Shahi, R., Eyvazi, M., & Heydari-Kulje, N. (2023). The effectiveness of the flipped classroom teaching method on the components of academic optimism in mathematics. Scientific Journal of Education and Evaluation, 15(59), 181-198 (In Persian). https://dx.doi.org/10.30495/jinev.2019.668241

Shen, S., Tang, T., Pu, L., Mao, Y., Wang, Z., & Wang, S. (2024). Teacher emotional support facilitates academic engagement through positive academic emotions and Mastery-Approach goals among college students. SAGE Open, 14(2), 21582440241245369. https://doi.org/10.1177/21582440241245369

Yan, J., Tan, C. K., & Kifle, D. N. (2023). An empirical study on undergraduate student engagement under the flipped classroom model. International Journal of Education Psychology and Counseling, 8(51), 97-109. https://doi.org/10.35631/ijepc.851007

Yin, H., Qian, S., Huang, F., Zeng, H., Zhang, C., & Ming, W. (2021). Parent-Child Attachment and Social Adaptation Behavior in Chinese College Students: The Mediating Role of School Bonding. Frontiers in Psychology, (12), 711669. http://dx.doi.org/10.3389/fpsyg.2021.711669

Zandi, T., Pashaei, F., & Ghazi, S. (2023). Measuring the effectiveness of flipped method education on academic performance and motivation of learners. Teaching and Research, 11(2), 122-100 (In Persian). URL: https://trj.uok.ac.ir/article_62835.html

  • تاریخ دریافت 12 اردیبهشت 1403
  • تاریخ بازنگری 20 خرداد 1403
  • تاریخ پذیرش 22 خرداد 1403
  • تاریخ اولین انتشار 24 خرداد 1403