رابطه‌ی بین هوش هیجانی و آگاهی فراشناختی از راهبردهای خواندن با عملکرد تحصیلی دانشجویان گروه علوم تربیتی دانشگاه شهید

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هئیت علمی گروه علوم تربیتی دانشگاه شهید بهشتی

2 دانشجوی کارشناسی ارشد آموزش بزرگسالان دانشگاه شهید بهشتی

چکیده

هدف از این پژوهش بررسی رابطه‌ی بین هوش هیجانی و آگاهی فراشناختی از راهبردهای خواندن با عملکرد تحصیلی دانشجویان بود. روش پژوهش از نوع همبستگی و جامعه‌ی آماری شامل تمامی دانشجویان دوره‌های کارشناسی و کارشناسی ارشد گروه علوم تربیتی دانشگاه شهید بهشتی تهران بود که بر اساس روش نمونه گیری تصادفی ساده تعداد 127 نفر به عنوان نمونه‌ی آماری انتخاب و به پرسشنامه‌ی هوش هیجانی شرینگ و پرسشنامه آگاهی فراشناختی از راهبردهای خواندن مختاری و ریچارد پاسخ دادند. معدل کل دانشجویان نیز به عنوان شاخص عملکرد تحصیلی در نظر گرفته شد. یافته‌ها نشان دادند که بین مؤلفه‌های هوش هیجانی (به جز مؤلفه‌ی همدلی) و تمام مؤلفه‌های آگاهی فراشناختی از راهبردهای خواندن با عملکرد تحصیلی دانشجویان رابطه‌ی معنادار و مثبت وجود دارد. در متغیر هوش هیجانی، مؤلفه‌های مهارت‌های اجتماعی و خود کنترلی و در متغیر آگاهی فراشناختی از راهبردهای خواندن، راهبردهای حل مسئله و راهبرهای کلی خواندن به ترتیب بیش‌ترین سهم را در تبیین عملکرد تحصیلی داشتند. در متغیرهای پژوهش بین دانشجویان به تفکیک جنسیت تفاوتی معنادار وجود نداشت، اما به تفکیک دوره‌ی تحصیلی در زیر مؤلفه‌ی همدلی، نمره‌ی هوش هیجانی دوره‌ی تحصیلی کارشناسی بیش-تر از دوره‌ی ارشد بود. میزان آگاهی فراشناختی از راهبردهای خواندن نیز در راهبرد کلی خواندن و راهبرد حمایت خواندن، نزد دانشجویان ارشد بیش‌تر از دانشجویان کارشناسی بود. در حالی که در مؤلفه‌ی راهبرد حل مسئله، از لحاظ آماری تفاوتی معنادار بین دو گروه وجود ندارد.

کلیدواژه‌ها


عنوان مقاله [English]

The Relationship between Emotional Intelligence and Metacognitive Awareness of Reading Strategies with the Academic Performance of Students of Education

نویسندگان [English]

  • mohsen. talebzadehnobarian 1
  • A.A Norozi 2
چکیده [English]

The aim of this research was to study the relationship between emotional intelligence (EQ) and metacognitive awareness of reading strategies (MARS) on the one hand, and academic performance on the other. The research method was correlation. The statistical population included all education students at both B.A and M.A levels who study at ShahidBeheshti University. Using a simple accidental sampling procedure, 127 students were selected and responded to the EQ questionnaire and MARS questionnaires. Students’ GPAswere considered as the measure of their academic performance. Findings showed that there were positive and significant relationships among EQ(except for empathy) and all dimensions of MARS with academic performance. Social skills and self-control subscalesin the EQ; and problem-solving strategies and global reading strategies dimensions in the MARS had the highest share in explaining academic performance. With respect to differences between two genders, such differences were not substantiated. Undergraduates had a better performance than undergraduates in the empathy subscale in the EQ measure. On the other hand, graduates scored better on the two dimensions of global reading strategies and the strategy of supporting reading in the MARS. However, in the dimension of problem solving no significant difference was found between the two groups.

کلیدواژه‌ها [English]

  • Emotional intelligence
  • Metacognitive Awareness
  • Learning Strategies
  • academic performance
Bakhshi Sorshejanh., Layla. (2008). the relationship between emotional
intelligence with mental hygiene and academic performance of female and male
students in Islamic Azad university in Behbahan. Journal of knowledge and
research in education, No.19.
 Bar-on, R. (2000). the handbook of emotional intelligence. Tossey – Bass,
wiley company, sanfrancisco.
 Besharat, Mohamad Ali., Shalchi, Behzad., & Shamsipoor, Hamid (2006).
The study of the relationship between emotional intelligence with students
academic achievement. Journal of new thinking in education, Vol. 2. No 3, 4.
 Biehler, R., & Snowman, J. (1993). Psychology applied to teaching.
Houghton Mifflin.
 Brackett, M. A., & Salovey, P. (2004). Measuring emotional intelligence with
mayer-salovey caruso emotional intelligence test (MSCEIT). IN glen geher
(ED). Measuring emotional intelligence: common ground and controversy.
Hauppauge NY: Nove science publishers.
 Dehshiri., Gholamreza (2006). the study of the relationship between
emotional intelligence with students academic achievement. New trends and
researchers in counseling, Vol.5. No.18.
 Efklides, A. (2001). Metacognitive experiences in problem solving: Meta
cognition, motivation, and self-regulation. In A. Efklides, J. Kuhl, & R. M.
Sorrentino (Eds).,Trends and prospects in motivation research (pp.297-323).
Dordrecht, The Netherland: Kluwer.
 Flavell, J. H. (1978). Metacognitive development. In J. M. Scadura & C.J.
Brainerd (Eds.). Structural Process theories of complex human behavior.
Alphen a. d. Rijn. The Netherlands: Sijthoff and Noordhoff.
 Flavell, J. H. Miller, P.H & Miller, S. A. (2001). Cognitive development. 4 th
ed. new jersey: Prentice Hall Publisher.
 Flavell, J., & Wellman, H. (1977). Meta memory. In Kail, R. and Hagen, J.
(Eds.) Perspectives on the Development of Memory and Cognition. Hillsdale,
New Jersey: Lawrence Erlbaum Associates.
Goldman, D. (1995) "Emotional Intelligence", Bantam Books, N.Y.
 Haffman, B., & spatariu, A. (2008). The influence of self – efficacy and meta
cognitive promoting on math problem solving efficiency. Contemporary
Educational psychology. 33(4): 875-893.
 Javadi, Marzeyeh., Kayvanara, Mahmmood., Yaghobi, Maryam.,
Hasanzadeh, Akbar., & Ebadi, Zahra (2010). The relationship between
metacognitive awareness of reading strategies and academic situations of
medical science of Isfahan. Iran Journal of instruction in medical science, Year
10. No.3.
 Lefranco, G. R. (1997). Psychology for teaching. Belmont: Was worth.
 Maleki, Bahram (2005). the impact instruction in cognitive and metcognitive
strategies on enhancing learning and remembering. New finding in cognitive
sciences, year seven.No.3.
 Mansori, Behzad (2001). Standardization of test sebria shering for the
masters students in public universities in Tehran, masters thesis, Alame
Tabatabai university. 
 Mokhtari, K., & Reichard, CA. (2002). Assessing students’ meta-cognitive
awareness of reading strategies. Journal of Educational Psychology. 94: 249–
259.
 Nelson, D. & Low, G. (2003). Emotional intelligence: achieving academic
and career excellence. Upper saddle river, New jersey: pratic-Hall.
 Olejnik, S. & Nist, SL. (1998). Identifying latent variables measured by the
learning and study strategies inventory. J Exp Edu, 60:9-151.
 Parker, J .D. A., Creque, R. E., Barnhart, D. L., Harris. J. H., Majeski., L. M.,
Bond, B. J,. & Hogan, M. J. (2004). Academic achievement in high school:
Does emotional intelligence matter? Personality and Individual Difference, 29,
313-320.
 Petrides, K. V. Ferderickson, N., & Furnham, A. (2004). The role of trait
emotional intelligence in academic performance and deviant behavior at school.
Personality and Individual Differences, 36(2), 277-293.
 Pintrich, P. R. (2002). the role of metacognitive knowledge in learning,
teaching, and assessing. Theory into Practice, 41(4), 219-225.
 Pressley, M., Brokowski, J. G. & Schneider, W. (1987). Cognitive strategies:
good strategy users coordinate meta-cognition and knowledge. Annals of Child
Development, Vol 4, 89-129.
 Rahnama, Akbar., & Abdolmaleki, Jamal (2009). the study of the relationship
between emotional intelligence and creativity with academic achievement of
shahid university students. New thinking in education, Vol.5. No. 2.
 Rodolico, J. (2002). Teaching cognitive learning strategies and vocabulary
testing. Hwa kang Journal of REFL, Vol 8.
 Salarifar, Mohammad Hossein., & Pakdaman, Shahla (2009). the role of
dimensions metacognitive situation in academic achievement. Journal of
Applied psychology, third year. No.4(12).
 Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995).
Emotional attention, clarity, and repair: exploring emotional intelligence using
the trait meta – mood scale. In J. Penne baker (Ed). Emotion, disclosure, and
health (pp. 125- 154). Washington, DC: American Psychological Association.
 Samari, Ali Akbar & Tahmasbi, Fahimeh (2007). The study of relationship
between emotional intelligence and student academic achievement. Journal of
principles of mental hygiene, ninth year. No.35-36.
 Stottlemyer, B.G. (2002). A conceptual from fork for emotional intelligence
in education, factors affecting student achievement. Unpublished doctoral
dissertation, Texas A & M university-King isle.
 Taylor; B.P. (1983). Teaching ESL: incorporating a communicative, studentcentered
component. TESOL Quarterly, 17, 69-88. 
 Zahra Kar, Keyanoush (2007). The study of the relationship between
dimensions of emotional intelligence and academic achievement, Applied
psychology, Vol.2. No. 5.
 Zeidner, M., Shani-Zinovich, I., Matthews., G. & Roberts, R.D. (2005).
Assessing emotional intelligence ungifted and non-gifted high school student;
outcomes depend on the measure. Intelligence, 4,369-391.