اثربخشی آموزش مهارت‌های خودتعیین‌گری بر خودنظم‌دهی تحصیلی و سرسختی روان‌شناختی دانش‌آموزان

هدف پژوهش حاضر بررسی اثربخشی آموزش مهارت‌های خودتعیین‌گری بر خودنظم‌دهی تحصیلی (نظم‌دهی بیرونی، نظم‌دهی درون‌فکن، نظم‌دهی همانندسازی و نظم‌دهی درونی) و ابعاد سرسختی روان شناختی (چالش، تعهد و کنترل) دانش‌آموزان بود. پژوهش حاضر از نوع نیمهآزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود که در آن آموزش مهارت‌های خودتعیین‌گری به عنوان متغیر مستقل و انواع خودنظم‌دهی تحصیلی و ابعاد سرسختی روانشناختی به عنوان متغیرهای وابسته در نظر گرفته شدند. آزمودنی‌ها شامل 120 دانش‌آموز پایۀ هشتم شهر شیراز در سال تحصیلی 97-1396 بودند که به صورت نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. به این معنا که ابتدا دو مدرسۀ دخترانه و دو مدرسۀ پسرانه به صورت تصادفی از مدارس دورۀ اول متوسطه شهر شیراز انتخاب شدند. سپس کلاس‌های پایۀ هشتم این مدارس به طور تصادفی به گروه‌های آزمایش و کنترل (دو گروه آزمایش و دو گروه کنترل) اختصاص یافتند. قبل از شروع آموزش، پرسش‌نامۀ خودنظم‌دهی تحصیلی ریان و کانل، و پرسش‌نامۀ زمینه‌یابی دیدگاه‌های شخصی کوباسا، بر گروه‌های آزمایش و کنترل اجرا شد. سپس طی 10 جلسه به گروه‌های آزمایش، مهارت‌های خودتعیین‌گری مطابق با مدل فیلد و هافمن (1994) آموزش داده شد و در پایان پس‌آزمون از همه گروه‌ها به ‌عمل آمد. اطلاعات با استفاده از روش آماری تحلیل کواریانس چندمتغیری و تحلیل کواریانس تک‌متغیری مورد تحلیل قرار گرفت. یافته‌های پژوهش نشان داد که آموزش مهارت‌های خودتعیین‌گری به نحو معنی‌داری منجر به کاهش نظم‌دهی بیرونی، نظم‌دهی درون‌فکن و نظم‌دهی همانندسازی و افزایش نظم‌دهی درونی می‌شود. همچنین، آموزش مهارت‌های خودتعیین‌گری، ابعاد سرسختی روان‌شناختی را در دانش‌آموزان به نحو معنی‌داری افزایش می‌دهد. نتایج این پژوهش حاکی از اهمیت مهارت‌هایخودتعیین‌گری در برنامۀ درسی به‌ منظور ارتقاء خودنظم‌دهی و سرسختی روان‌شناختی دانش‌آموزان است.

Effectiveness of Self-Determination Skills Training on Academic Self-Regulation and Psychological Hardiness among Students

Introduction One of the main objectives of curricula is to create selfregulation ability in students and increase their perseverance and commitment to the fulfillment of academic activities. It seems that the development and improvement of the motivational skills, which provide students with the opportunities of selectivity, control, supervision, and competence exposure, can assist them with the compilation of goals, identification of the necessary steps towards goal attainment, solving of problems, and removal of the impediments to achieving these goals, and this issue is realized by increases in some skills such as selfdetermination. Selfdetermination is a metatheory about human motivation. It is evolved out of the studies on intrinsic and extrinsic motivation and extensively applied to successes in relationships with parents, education, healthcare, sports, and psychotherapy. In step with the selfdetermination theory, humans are innately active and enjoy a natural desire for learning and growth. Recent investigations have rendered encouraging evidence respecting the effectiveness of training selfdetermination skills. With regard to the positive consequences of selfdetermination, the educational system must pave the way for students to become selfdeterminant. Indeed, the fostering of selfdetermination skills in educational environments helps students improve their quality of life, operate independently in their lives, have the maximum control over and responsibility for their lives, and increment their rate of participation in and cooperation with curriculum development and decisionmaking in educational processes. The present study aims to investigate the effectiveness of training selfdetermination skills on students’ academic selfregulation (external regulation, internalized regulation, identified regulation, and internal regulation) and development of psychological hardiness (challenge, commitment, and control).   Research Hypothesis 1Training selfdetermination skills lead to decrease of students’ extrinsic regulation, interjected regulation, identified regulation and increase of their intrinsic regulation 2Selfdetermination skills training leads to increase of students’ psychological hardiness (commitment, challenge and control).   Research method The current study was quasiexperimental with pretest posttest design and control group in which selfdetermination skills training, was considered as independent variable, and types of academic selfregulation (extrinsic regulation, interjected regulation, identified regulation and intrinsic regulation) and dimensions of psychological hardiness (commitment, challenge and control) were considered as dependent variables. The subjects included 120 eighthgrade students in Shiraz city in the academic year of 201819. In order to select subjects, four schools (two girl schools and two boy schools) were selected from junior high schools. One class of eight grade was selected from every school. Classes assigned to experimental and control groups (two experimental groups and two control groups), randomly. Prior to the beginning of the training, the Academic SelfRegulation Questionnaire (Ryan Connell, 1989) and the Personal Views Survey Questionnaire (Kobasa et al., 1990) were administered to experimental and control groups. Selfdetermination skills were taught to experimental groups during 10 sessions and then posttest was performed on experimental and control groups. Selfdetermination skills were taught through the design and application of a training package based on the principles and elements of the model (Field Hoffman, 1994) and its adaptation to the normal student sample. In the Field and Hoffman model, these steps include knowing oneself and one’s environment, valuing oneself, planning, acting, the outcome of experience, and learning.   Results Data were analyzed by using statistical method of MANCOVA and ANCOVA statistical analysis methods. Findings showed selfdetermination skills training result to reduce extrinsic regulation, interjected regulation, and identified regulation and increase intrinsic regulation, significantly. Also, selfdetermination skills training increased student’s psychological hardiness and its dimensions (commitment, challenge and control).   Discussion      The present study presents evidence concerning the effectiveness of training selfdetermination skills on academic selfregulation and psychological hardiness. The majority of studies conducted in this area, especially in Iran, are correlational, which limits the possibility of the causative interpretation of the results. However, the present study measures trained selfdetermination skills and their effects on academic selfregulation and psychological hardiness. The results of the study revealed the importance of noticing selfdetermination skills in curriculum development since these skills enhance students’ selfregulation and increase their psychological hardiness. In this method, due to the learnercentered nature of the selfdetermination approach, students are divided into small groups and given problems that are to be solved by group work, discussion, and public participation. During this process, the problems are evaluated and analyzed by the use of discussions and negotiations. In fact, students’ senses of further belongingness to the school and class activities and interests in reviewing and revising learning processes are the consequences of these activities. Lastly, selfdetermination training helps individuals with better recognition of their worldviews, strengths, weaknesses, and goals. This awareness can give rise to psychological hardiness and transform them into selfregulated individuals. As practically possible, curriculums should include selfdetermination skills training and textbooks should contain motivational steps of selfdetermination skills. This can be achieved through the training of specialized and experienced educators in the field of selfdetermination education and the holding of parttime training workshops in schools.