تاثیر آموزش هوش موفق بر تمرکز یادگیری و خود شکوفایی دانش آموزان دختر پایه ششم ابتدایی

هدف از پژوهش حاضر تاثیر آموزش هوش موفق بر تمرکز یادگیری و خود شکوفایی دانش آموزان دختر پایه ششم ابتدایی بوده که از نظر هدف کاربردی و از نظر روش نیمه تجربی با طرح پیش آزمون و پس آزمون با گروه کنترل می باشد. جامعه آماری دانش آموزان دختر پایه ششم ابتدایی شهر هشتگرد که تعداد آنها 800 نفر می باشند.نمونه آماری دو کلاس 20 نفره دانش آموزان دختر پایه ششم ابتدایی که از نظر هوش و جنسیت و محیط کنترل شده اند و به روش خوشه ای انتخاب شده اند. ابزار پژوهش شامل بسته آموزش هوش موفق بابایی(1395) بوده که در 24 جلسه 75 دقیقه ای آموزش داده شد . پرسشنامه استاندارد خود شکوفایی جونز و کرندال (1986)که پایایی آن 0.805 گزارش شده و پرسشنامه تمرکز یادگیری سواری و اورکی (1395) که پایایی آن 0.80 گزارش شده است . داده ها با استفاده از نرم افزار spss21و آزمون های آماری tدوگره مستقل و آزمون تحلیل کواریانس مورد تجزیه تحلیل قرار گرفت . نتایج نشان داد آموزش هوش موفق موجب افزایش خود شکوفایی و تمرکز یادگیری در دانش آموزان می شود که این تاثیر در خود شکوفایی دانش آموزان به میزان 77 درصد و در تمرکز یادگیری به میزان 94 درصد می باشد. بنابراین توصیه می شود با طرح ریزی برنامه های درسی مبتنی بر هوش موفق به دانش آموزان مهارت های جدید تری در زمینه برخورد با مسائل زندگی آموزش داده شود تا خلاقانه تر و با توان بالاتر در درک و تحلیل مسائل را بیاموزند.

the effect of successful intelligence training on learning concentration and self-development of sixth grade female elementary school students

the purpose of this study is the effect of successful intelligence training on learning focus and self-fulfillment of sixth grade elementary female students, which is applied in terms of type and semi-experimental method with pre-test and post-test design with a control group. statistical population of sixth grade elementary school female students in hashtgerd, which in the academic year 1399-1400, their number is 800. statistical sample of two classes of 20 sixth grade elementary female students who were controlled in terms of intelligence, gender and environment and method cluster is selected. the research instrument included babaei (2016) successful intelligence training package, which was taught in 24 sessions of 75 minutes due to the epidemic conditions of coronary heart disease and virtual education. the standard questionnaire of self-fulfillment of jones and crandall (1986) which was in 15 items and its reliability was 0.69 and in the retest by the researcher its rate was reported to be 0.805. its reliability was 0.86 and in the retest by the researcher, its rate was reported to be 0.80. according to the conditions, the questionnaires were provided to the students online and at first a pre-test was held from both groups and then the experimental group received the necessary training in the field of successful intelligence and post-test was taken from both groups. after collecting data, using spss21 software and independent two-way t-test and analysis of covariance were analyzed. the results showed that successful intelligence training increases self-fulfillment and learning focus in students, which has an effect on students' prosperity is 77% and their focus on learning is 94%. therefore, it is recommended that by designing successful intelligence-based curriculum, students be taught newer skills in dealing with life issues in order to learn more creatively and with greater ability to understand and analyze problems.