بررسی رابطه راهبردهای شناختی و فراشناختی و نشاط ذهنی با سرزندگی تحصیلی دانشجویان زبان فرانسه دانشگاه حکیم سبزواری و مقایسه آن با دیدگاه استادان زبان فرانسه دانشگاه های ایران

مقالات آماده انتشار
نویسندگان
فاطمه بهرامی 1
آزاده فسنقری 2
علی رشیدی 3
1 استادیار روانشناسی تربیتی, گروه علوم تربیتی,دانشگاه حکیم سبزواری, سبزوار , ایران
2 استادیار آموزش زبان فرانسه، گروه زبان و ادبیات فرانسه، دانشگاه حکیم سبزواری، سبزوار، ایران
3 دکتری مدیریت آموزشی،دانشکده مدیریت و حسابداری، دانشگاه تهران، قم، ایران
10.48311/LRR.79415
چکیده
یادگیری زبان فرانسه به‌عنوان یکی از زبان‌های خارجی، با پیچیدگی‌های خاصی همراه است که گاهی موجب کاهش انگیزه و عملکرد تحصیلی در میان دانشجویان می‌شود. پژوهش حاضر با هدف بررسی رابطه راهبردهای شناختی و فراشناختی ونشاط ذهنی با سرزندگی تحصیلی دانشجویان زبان فرانسه انجام شد. روش تحقیق از نوع ترکیبی (کمی و کیفی) بوده و در دو مرحله انجام گرفته است. در بخش کمی، داده‌ها از طریق پرسش­نامه‌های استاندارد سرزندگی تحصیلی، نشاط ذهنی و راهبردهای شناختی و فراشناختی گردآوری شد. جامعه آماری شامل تمامی دانشجویان زبان فرانسه دانشگاه‌ حکیم سبزواری (61 نفر) بود که با روش تمام­شماری، همه آن­ها در پژوهش شرکت کردند. در بخش کیفی، با استفاده از مصاحبه‌های نیمه‌ساختاریافته با 10 نفر از استادان زبان فرانسه دانشگاه­های ایران، دیدگاه‌ها و تجربیات آنان در زمینه سرزندگی تحصیلی و عوامل مؤثر بر آن بررسی شد. داده‌های کمی با روش‌های آماری توصیفی و داده‌های کیفی با روش تحلیل محتوای استقرایی تحلیل گردید. یافته‌های کمی نشان داد که استفاده از راهبردهای شناختی و فراشناختی و نشاط ذهنی تأثیر مثبتی بر افزایش سرزندگی تحصیلی دانشجویان دارد. همچنین، نتایج کیفی بیانگر آن بود که متغیرهای اجتماعی، خانواده، هیجان­های آموزشی، هدف­گزینی یادگیرنده، راهبردهای یادگیری، کارکردهای شناختی، مهارت­های ارتباطی، مهارت­های شناختی و عاطفی، برانگیزاننده­های رفتار تحصیلی، محتوای آموزشی، متغیرهای شخصی یاددهنده، مهارت­ها و فنون تدریس یاددهنده و انگیزشی عمل کردن یاددهنده از جمله عوامل مؤثر بر سرزندگی تحصیلی دانشجویان هستند.
کلیدواژه‌ها
راهبردهای شناختی و فراشناختی
نشاط ذهنی
سرزندگی تحصیلی
دانشجویان زبان فرانسه
موضوعات

عنوان مقاله English

A Study of Cognitive and Metacognitive Strategies and Mental Vitality in Relation to Academic buoyancy Among French Language Students at Hakim Sabzevari University: A Comparative Analysis from the Perspective of French Language Professors at Iranian Universities

نویسندگان English

Fatemeh Bahrami 1
Azadeh Fesanghari 2
Ali Rashidi 3
1 Assistant Professor Of Education Psychology ,Department of Education Science, Hakim Sabzevari University, Sabzevar, Iran
2 Assistant Professor in FLE Didactics, Departement of French Language and Literature, University of Hakim Sabzevari, Sabzevar, Iran
3 PhD in Educational Management, Faculty of Management and Accounting, University of Tehran, Qom, Iran
چکیده English

Learning French as a foreign language presents unique challenges that may sometimes reduce students' motivation and academic performance. This study aimed to examine the relationship between cognitive and metacognitive strategies, mental vitality, and academic buoyancy among French language students. A mixed-method approach (quantitative and qualitative) was employed in two phases. In the quantitative phase, data were collected using standardized questionnaires on academic buoyancy, mental vitality, and cognitive and metacognitive strategies. The statistical population included all 61 French language students at Hakim Sabzevari University, who participated in the study through a census sampling method. In the qualitative phase, semi-structured interviews were conducted with 10 French language professors from Iranian universities to explore their perspectives and experiences regarding academic buoyancy and its influencing factors. Quantitative data were analyzed using descriptive and inferential statistical methods, while qualitative data were examined through inductive content analysis. The quantitative findings revealed that the use of cognitive and metacognitive strategies, along with mental vitality, positively influenced students' academic buoyancy. Furthermore, qualitative results indicated that various factors, including social variables, family, educational emotions, learner goal-setting, learning strategies, cognitive functions, communication skills, cognitive and emotional skills, academic behavioral motivators, educational content, teacher-related personal variables, teaching skills and techniques, and the teacher's motivational approach, significantly impact students' academic buoyancy.

کلیدواژه‌ها English

Cognitive and metacognitive strategies
mental vitality
academic buoyancy
French language studentsLearning
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