fa رابطه فراشناخت و عملکرد تحصیلی با میانجی‌گری حل مسئله تخصصي Special پژوهشي Research <div style="text-align: justify;"><span style="color:#0000FF;"><strong><span style="font-family:b zar;"><span style="font-size:12.0pt;">زمینه و هدف</span></span></strong><span style="font-family:b zar;"><span style="font-size:12.0pt;">:</span></span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">عملکرد تحصیلی یک عنصر چند بعدی است و به گونه‌ای ظریف به فراشناخت و حل مسئله مربوط است</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">. هدف </span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">پژوهش</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">حاضر</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">تعیین</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">رابطه </span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">فراشناخت و عملکرد تحصیلی با میانجی‌گری حل مسئله </span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">است</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">.</span></span><br> <span style="color:#0000FF;"><strong><span style="font-family:b zar;"><span style="font-size:12.0pt;">روش</span></span></strong></span><span style="font-family:b zar;"><span style="font-size:12.0pt;"><span style="color:#0000FF;">: </span>روش</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">پژوهش</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">حاضر</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">توصیفی- همبستگی</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;"> و جامعه آماری آن شامل </span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">تمامی دانش &shy;آموزان مقطع متوسطه شهر خرم&shy; دره در سال تحصیلی 96-1395 بود که از بین آنها 300</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;"> &nbsp;</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">نفر به روش نمونه</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">&shy;</span></span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;"> گیری تصادفی طبقه &shy;ای انتخاب شدند. </span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">برای</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">گردآوری</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">داده</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">‌</span></span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">ها</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">از</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">پر</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">سشنامه</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">‌</span></span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">های باورهای فراشناخت</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;"> ولز (1997</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">)، حل مسئله هپنر (1987) </span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">و</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">شاخص</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">معدل</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">تحصیلی</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">استفاده</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">شد</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">.</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;"> تحلیل داده</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">‌</span></span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">ها با معادلات ساختاری</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">با</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">استفاده از</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">نرم</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">&shy; </span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">افزارهای</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">اس</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">&shy;</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">پی</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">&shy;</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">اس‌ا</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">&shy;</span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">س</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">نسخه 18</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">و</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">ایموس</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">نسخه 20 انجام</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">شد</span></span><span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">.</span></span></span><br> <span style="color:#0000FF;"><strong><span style="font-family:b zar;"><span style="font-size:12.0pt;">یافته&shy; ها:</span></span></strong></span><span style="font-family:b zar;"><span style="font-size:12.0pt;"><span style="color:#0000FF;"> </span>براساس مدل معادلات ساختاری، روابط بین متغیرها، از برازش قابل قبولی برخوردار بود و نتایج نشان داد بین </span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">فراشناخت با حل مسئله (0/001 </span></span><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">&ge;</span></span> <span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">p</span></span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">)، فراشناخت با عملکرد تحصیلی (0/001 </span></span><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">&ge;</span></span> <span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">p</span></span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">)، و حل مسئله با عملکرد تحصیلی (0/003 </span></span><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">&ge;</span></span> <span dir="LTR"><span style="font-family:times new roman,serif;"><span style="font-size:12.0pt;">p</span></span></span><span style="font-family:b zar;"><span style="font-size:12.0pt;">) رابطه وجود دارد. </span></span><br> <span style="color:#0000FF;"><strong><span style="font-family:b zar;"><span style="font-size:12.0pt;">نتیجه &shy;گیری:</span></span></strong></span><span style="font-family:b zar;"><span style="font-size:12.0pt;"> استفاده از مهارت حل مسئله و فراشناخت موجب</span></span> <span style="font-family:b zar;"><span style="font-size:12.0pt;">رشد معنادار یادگیری در دانش‌آموزان می‌شود بنابراین می&shy;توان با تقویت باورهای فراشناختی و مهارت حل مسئله، ضمن تقویت عملکرد تحصیلی دانش‌‌آموزان، زمینه شناخت دقیق ظرفیت‌ها، توانایی‌ها و کاستی‌ها بدست خودشان فراهم شود. </span></span>&nbsp;</div> <div style="text-align: justify;"><span style="color:#0000FF;"><strong>Background and Purpose:</strong> </span>Academic performance is a multi-dimensional element and is subtly related to metacognition and problem solving. Therefore, the purpose of this study is to determine the relationship between metacognition and academic performance by mediating problem solving.<br> <span style="color:#0000FF;"><strong>Method:</strong></span> The research method was descriptive-correlational. The statistical population included all the high school students in Khoram Darreh city in the academic year of 2016-2017 that among them 300 students were selected by stratified random sampling method. The research instruments were, <em>the metacognitions questionnaire</em> (MCQ), <em>problem solving inventory</em> (PSI) and <em>academic average index</em> (AA).&nbsp;&nbsp;&nbsp; Data analysis was carried out using structural equations modeling using SPSS software (version 18) and AMOS software (version 20).<br> <span style="color:#0000FF;"><strong>Results:</strong></span> According to the structural equation model, relationships between variables had acceptable fit and the results showed that there is a significant relationship between metacognition with problem solving (p &le; 0.001), metacognition with academic performance (p &le; 0.001), and problem solving with academic performشance (P = 0.003).<br> <span style="color:#0000FF;"><strong>Conclusion: </strong></span>Using problem solving skills and metacognition can lead to significant learning outcomes in students. Therefore, by reinforcing meta-cognitive beliefs and problem-solving skills, while enhancing students&#39; academic performance, the conditions for the accurate recognition of capabilities, abilities and weaknesses can be achieved.</div> فراشناخت, عملکرد تحصیلی, حل مسئله Metacognition, academic performance, problem solving 80 91 http://childmentalhealth.ir/browse.php?a_code=A-10-523-1&slc_lang=fa&sid=1 Akbar Jalili اکبر جلیلی 10031947532846005364 10031947532846005364 No Department of Psychology, Faculty of Educational Sciences and Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran گروه روانشناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان Masoud Hejazi مسعود حجازی Masod1357@yahoo.com 10031947532846005365 10031947532846005365 Yes Department of Psychology, Faculty of Educational Sciences and Psychology, Zanjan Branch, Islamic Azad University, Zanjan, Iran گروه روانشناسی، واحد زنجان، دانشگاه آزاد اسلامی، زنجان Gholamhossein Entesar Foumani غلامحسین انتصار فومنی ghfoumany@yahoo.com 10031947532846005366 10031947532846005366 No Department of Psychology, Faculty of Educational Sciences and Psychology, Islamic Azad University, Zanjan Branch, Zanjan دانشکده علوم تربیتی و روان‌شناسی، دانشگاه آزاد اسلامی واحد زنجان Zekrollah Morovati ذکراله مروتی zmorovati60@gmail.com 10031947532846005367 10031947532846005367 No Department of Psychology, Faculty of Humanities, University of Zanjan دانشکده علوم انسانی، دانشگاه زنجان