تدوین بسته آموزشی مولفه های شناختی تفکر انتقادی، حل مسئله و فراشناخت و تاثیر آن بر تاب آوری دانش آموزان مقالة

خلاصة:

Introduction: Resilience is one of the personality traits that is related to peoplechr(chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))39chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))))s success and helps them to perform their tasks. In the field of education, resilience plays an important role as a motivational-emotional variable and is a suitable mechanism to deal with stress and anxiety problems in the school and university environment. Research shows the effectiveness of learning strategies on academic variables. Metacognitive package (Metacognitive package) as one of the packages affecting academic variables, consists of three components of critical thinking (Problem Solving), problem solving (Problem Solving) and metacognition (Metacognition). The aim of this study was to develop an educational package on the cognitive components of critical thinking, problem solving and metacognition and its effect on studentschr(chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))39chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))) resilience. Methods: The present study was applied in terms of purpose and experimental in terms of method with pre-test-post-test, follow-up and control group. The statistical population included all first grade female students in the second secondary school of Zanjan in the academic year of 2009-2010. The sampling method of the present study was a multi-stage cluster. Thus, from education districts 1 and 2 of Zanjan city, district 1, from the mentioned district, 1 school and from the selected school 4 classes and 12 people from each class were randomly selected. Then, considering the criteria for entering the study, the subjects were randomly assigned to the experimental and control groups (20 people in each group). Inclusion criteria included first grade high school female students, low resilience score, commitment to attend all treatment sessions, and failure to receive individual counseling and psychological services during attendance at treatment sessions. Exclusion criteria include having a specific physical or mental illness; Absence from treatment sessions and unwillingness to continue participating in the study were considered. The research instrument included a 25-item resilience scale (CD-RIS). The psychological package for solving critical thinking and metacognition (using theoretical foundations and theories in this field, which were taught to students in 17 90-minute sessions) was considered for the experimental group, but for the control group No training provided. Data were analyzed using analysis of covariance. Results: Findings showed that the educational package of cognitive components of critical thinking, problem solving and metacognition has an effect on studentschr(chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))39chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))) resilience. In other words, the rate of resilience in people who participated in cognitive components training sessions increased significantly compared to the control group. Conclusion: According to the results of this study, the educational package of cognitive components can be suggested as a facilitator in learning and an effective factor in increasing studentschr(chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))39chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))) resilience. It is also suggested that due to the effect of this training in increasing studentschr(chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))39chr(chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39'))))39chr(chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))39chr(chr(chr('39')39chr('39'))39chr(chr('39')39chr('39')))))) resilience, the results of research conducted in this field be used in practice in counseling centers and medical centers, so that in these centers, workshops and courses Educational Cognitive components should be considered for school counselors and parents.