با همکاری مشترک دانشگاه پیام نور و انجمن جغرافیا و برنامه‌ریزی روستایی ایران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه الزهرا

2 دانشجوی دکترا روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی دانشگاه الزهرا

چکیده

 هدف پژوهش حاضر مقایسه نظریه ذهن، انگیزش پیشرفت تحصیلی و رفتار اجتماعی کودکان مدارس طبیعت و عادی با کنترل وضعیت اجتماعی-اقتصادی بود. این پژوهش، توصیفی از نوع پس رویدادی بوده و از جامعه آماری دانش آموزان 7 تا 11 ساله مدارس طبیعت و عادی استان تهران در سال تحصیلی 95-96 نمونه‌ای 55 نفری با روش نمونه‌گیری هدفمند از بین کودکان مدارس طبیعت و 55 نفر نیز از کودکان مدارس عادی با روش نمونه‌گیری تصادفی انتخاب شدند. برای سنجش متغیرهای موردمطالعه از آزمون نظریه ذهن (TMT)، مقیاس انگیزه تحصیلی (AMS) و مقیاس رفتار اجتماعی کودک (CSBS) استفاده شد. نتایج تحلیل کوواریانس چند متغیری (MANCOVA) نشان داد که بین نظریه ذهن کودکان مدارس طبیعت و عادی تفاوت معناداری وجود دارد. کودکان مدارس طبیعت سطوح بالاتری از نظریه ذهن را نسبت به کودکان مدارس عادی نشان دادند. کودکان مدارس طبیعت انگیزه درونی بالاتر برای یادگیری داشتند و رفتار ضداجتماعی آنها پایین‌تر از کودکان مدارس عادی بود. با در نظر گرفتن نتایج پژوهش، توجه ویژه به اهمیت حضور طبیعت در محیط‌های آموزشی و فراهم کردن فرصت‌های یادگیری از طریق آن برای کودکان پیشنهاد می‌گردد.

کلیدواژه‌ها

عنوان مقاله [English]

Comparing the Theory of Mind, Motivation of Academic Achievement and Social Behavior in the Children of Nature and Ordinary Schools with Controlling Socioeconomic Status

نویسندگان [English]

  • Moolok Khademi Ashkazeri 1
  • Nahid Mofradnejad 2

1 Department of Educational Psychology, Alzahra University, Tehran, Iran

2 Department of Educational Psychology, Alzahra University, Tehran, Iran

چکیده [English]

The purpose of this study was to compare the theory of mind, the motivation of academic achievement and social behavior of children of nature and ordinary  schools with the control of socioeconomic status. This research was  retrospective study . The statistical population of the students aged 7-11 years old in Tehran's nature and  ordinary schools in the academic year of 2015-17. 55 people were selected by purposeful sampling from nature school and 55 from normal school by random sampling method.In order to measure the variables studied, the theory of mind (TMT), academic motivation scale (AMS), and child social behavior scale (CSBS) were used. Multivariate covariance analysis (MANCOVA) showed that there is a significant difference between the theory of mind of children in nature and ordinary  schools. Children of nature schools showed higher levels of mind theory than ordinary school children. The children of nature schools had higher internal motivation for learning and their antisocial behavior was lower than that of ordinary school children. Considering the research results,  Special attention is given to the importance of the presence of nature in educational settings and the provision of learning opportunities through it for children.

کلیدواژه‌ها [English]

  • Theory of Mind
  • Motivation for Academic Achievement
  • Social Behavior
  • School of Nature
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