اثربخشی آموزش تفکر انتقادی بر اساس مدل پاول-الدر در تحریف‌های شناختی و خودکارآمدی نوجوانان

نویسندگان
زهرا جعفری پنجی 1
مهدیه رحمانیان 2
حسین زارع 2
1 دانشگاه پیام نور
2 گروه روانشناسی، دانشگاه پیام نور
چکیده
هدف: هدف پژوهش حاضر، اثربخشی آموزش تفکر انتقادی بر اساس مدل پاول-الدر در تحریف‌های شناختی و خودکارآمدی نوجوانان شهر تهران بود.

روش: روش پژوهش از نوع هدف کاربردی و از نوع مطالعات آزمایشی (پیش‌آزمون پس‌آزمون با گروه کنترل) بود. جامعه آماری شامل کلیه نوجوانان دختر 13 تا 16 ساله منطقه 2 شهرستان تهران است که با استفاده ازروش نمونه‌گیری در دسترس 40 نفر از دانش آموزان اول متوسطه مدرسه دخترانه بهار به‌عنوان گروه نمونه انتخاب و موردمطالعه قرار گرفتند. با انتساب تصادفی 20 نفر در گروه آزمایش و 20 نفر در گروه کنترل قرار گرفتند. ابزار گردآوری داده‌ها پرسشنامه تحریف‌های شناختی (عبدالله زاده و سالار،1389)، پرسشنامه خود کارآمدی کودکان و نوجوانان (SEQ–C)(2001) بود. گروه آزمایش به مدت 9 جلسه 90 دقیقه‌ای تحت آموزش تفکر انتقادی پاول-آلدر قرار گرفتند. داده‌ها با استفاده از آزمون واریانس مختلط با استفاده از نرم افزار spss تحلیل شدند.

یافته‌ها: نتایج نشان داد که آموزش تفکر انتقادی بر اساس مدل پاول-الدر تأثیر معنی‌داری (05/0>p) در کاهش تحریف‌های شناختی و افزایش خودکارآمدی نوجوانان شهر تهران دارد.

نتیجه‌گیری: با توجه به اهمیت نقش تفکر انتقادی در خودکارآمدی و تحریف های شناختی، برنامه های مدارس باید به گونه ای سازماندهی شوند که در برنامه ریزی های آموزشی و برنامه درسی تجدیدنظر به عمل آید تا ره‌آوردی برای خوداثرمندساختن نوجوانان و طرحی برای جلوگیری از تحریف شناختی باشد.

.
کلیدواژه‌ها
تفکر انتقادی
مدل پاول-الدر
تحریف شناختی
خوداثرمندی
نوجوانان

عنوان مقاله English

The Effectiveness of Critical Thinking Education Based on the Powell-Elder Model on Improving Cognitive and Self-efficacy Disorders in Teens

نویسندگان English

zahra jafaripanji 1
mahdieh rahmanian 2
hossein zare 2
1 Payam Noor University, Tehran, Iran
2 Payam Noor University, Tehran, Iran
چکیده English

Objectives: The purpose of this study was to evaluate the effectiveness of teaching critical thinking based on the Powell-Elder model on improving the cognitive and self-efficacy of teens in Tehran.

Method: The research method was an applied and experimental type (post-test pre-test with control group). The statistical population consisted of all adolescents aged 13 to 16 years old in District 2 of Tehran. Data were analyzed by using a sampling method for 40 primary school students in Spring school as a sample group. A randomized trial was performed on 20 subjects in the experimental group and 20 in the control group. The data gathering tool was a Cognitive Distortion Questionnaire (Abdollahzadeh and Salar, 2010), Self-Efficacy Questionnaire for Children and Adolescents (SEQ-C) (2001). The experimental group was placed under the teaching of Powell-Alder Critical Thinking for 9 consecutive 90-minute sessions. Data were analyzed by multivariate covariance statistical tests using SPSS software.

Results: The results showed that there was a significant (P> 0.05) critical thinking education on reduction of cognitive distortions and increasing self-efficacy in adolescents in Tehran.

Conclusion: Considering the importance of the role of critical thinking on self-efficacy and cognitive distortions, school curricula should be organized in such a way as to rethink curriculum planning and curriculum in order to find ways to develop adolescents themselves and plan to prevent cognitive impairment.

کلیدواژه‌ها English

Critical thinking
Powell-Elder Model
Cognitive Distortion
self-efficacy
Teens
Abbott, D. H. (2010). Constructing a creative self-efficacy inventory: A mixed methods inquiry. The University of Nebraska-Lincoln.
Abdullah Zadeh, H., Salar, M. (2009). Construction and standardization of questionnaires, cognitive distortions, Tehran. [Persian].
Amirkhani, B. (2016). Effect of Problem Solving Method as Teamwork on Critical Thinking, Tehran: Kayhan Publishing. [Persian]
Battersby, M., & Bailin, S. (2013). Critical thinking and cognitive biases.
Cansoy, R., & Turkoglu, M. E. (2017). Examining the Relationship between Pre-Service Teachers’ Critical Thinking Disposition, Problem Solving Skills and Teacher Self-Efficacy. International Education Studies, 10(6), 23.
Elder, L., & Paul, R. (2007). Critical thinking: The nature of critical and creative thought, Part II. Journal of Developmental Education, 30(3), 36.
Elder, L., & Paul, R. (2010). The thinker’s guide to analytic thinking. Dillon Beach, CA: Foundation for Critical Thinking Press.
Facione, P. A. (1998). Critical thinking: What it is and why it counts. Retrieved June, 9, 2004.
Fisher A. (2011). critical thinking: An Introduction (Cambridge International examinations), Paperback October 31.
Frankovsky, M., Birknerova, Z., & Zbihlejova, L. (2016). Assessment of occurrence predictors of cognitive distortions in managerial decisions. Polish Journal of Management Studies, 14(2).
Gloudemans, H. A., Schalk, R. M., & Reynaert, W. (2013). The relationship between critical thinking skills and self-efficacy beliefs in mental health nurses. Nurse education today, 33(3), 275-280.
Gunter, G. (2007). Building student data literacy: An essential critical-thinking skill for the 21st century. MULTIMEDIA AND INTERNET@ SCHOOLS, 14(3), 24.
Halpern, M. (2009). “The Enhance Critical Thinking Skills in Problem-solving and Resilience on high school students.” Journal of developmental sciences. 15(2), 121-128
Kagan, S. (2003). “Kagan structures for thinking skills retrieved.” Journal of personality and individual difference, 38, 1805-1812.
kezer, f., oğurlu, ü., & akfirat, o. n. (2016). Eleştirel Düşünme Eğilimi, Genel Öz Yeterlik ve Umutsuzluk Arasındaki İlişkinin İncelenmesi/Investıgatıon of the Relationship Between Critical Thinking Disposition, General Self-Efficacy and Hopelessness. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(34).
Kovic, M. (2016). A generalized definition of critical thinking (p. 18). Swiss Skeptics Discussion Paper Series 1.1.
Manalo, E., Kusumi, T., Koyasu, M., Michita, Y., & Tanaka, Y. (2013). To what extent do culture-related factors influence university students’ critical thinking use? Thinking Skills and Creativity, 10, 121-132.
Mashmol Haj Agha, S., & Abolghsemi, A. (2016), Comparison of cognitive risk and distortion in students with or without addiction, Quarterly Journal of Research on Addiction, 10(40), 104-112. [Persian]
Maynes, J. (2015). Critical thinking and cognitive bias. Informal Logic, 35(2), 183-203.
Miller, D. R. (2003). Longitudinal assessment of critical thinking in pharmacy students. American Journal of Pharmaceutical Education, 67(4), 120.
Mirghaforvand, M., Mohmmad Alizadeh Charanabi, S., Tavananezhad, N., Karkhaneh, M. (2014). Self-efficacy in adolescents and its socio demographic predictors, The Journal of Urmia Nursing and Midwifery Faculty, 12(2), 153-165. [Persian]
Moafian, F., & Ghanizadeh, A. (2012). A correlational analysis of elf university student's critical thinking and self-efficacy. Journal of teaching language skills, 30(1), 119-149. [Persian]
Muris, P. (2002). Relationships between self-efficacy and symptoms of anxiety disorders and depression in a normal adolescent sample. Personality and individual differences, 32(2), 337-348.
Paul, R. & Elder, L. (2007). The miniature guide to critical thinking: concepts & tools, 27th International Conference on Critical Thinking, Near University of California at Berkeley
paul, R. W. (1993). Critical thinking: What every person needs to survive in a rapidly changing world (J. Wilson & A. J. A. Binker, Eds.). Santa Rosa, CA: Foundation for Critical Thinking.
Paul, R.W. (2006). A Draft Statement of Principles. Available at: http//www.critical thinking.org.
Pereira, A. I. F., Barros, L., & Mendonça, D. (2012). Cognitive errors and anxiety in school aged children. Psicologia: Reflexão e Crítica, 25(4), 817-823.
Phan, H.P. (2010). Critical thinking as a self-regulatory process component in teaching and learning. Psicothema, 22(2), 284-92
Robinson, E., & Miller, R. (2012). Adolescents and their families: Best interests case practice model Specialist practice resource. Published by the Victorian Government Department of Human Services, Melbourne, Australia.
Strohmeier, C. W., Rosenfield, B., DiTomasso, R. A., & Ramsay, J. R. (2016). Assessment of the relationship between self-reported cognitive distortions and adult ADHD, anxiety, depression, and hopelessness. Psychiatry research, 238, 153-158.
Strohmeier, C. W., Rosenfield, B., DiTomasso, R. A., & Ramsay, J. R. (2016). Assessment of the relationship between self-reported cognitive distortions and adult ADHD, anxiety, depression, and hopelessness. Psychiatry research, 238, 153-158.
Tahmassian, K., & Anari, A. (2009) The Relation between domains of self-efficacy and Depression in adolescence, Journal of Applied Psychology, 3(9), 83-93.[Persian]
Tamarani Far, M (2016). Critical Thinking and Thinking and Creative Thinking. Journalism, Youth Culture. 12, 19. [Persian]
Tarkhan, M, (2013). Effectiveness of Group Critical Thinking Training on the Social Self-efficacy and Resilience, Journal of Social Cognitive Science, 2 (4), 100-110.[Persian]
Varandi, S. B., & Mehrali, S. (2013). Investigating the effect of levels of proficiency on Iranian male and female EFL learners' critical thinking and self-efficacy. Theory and Practice in Language Studies, 3(12), 2355.
Zangenehvandi, M., Farahian, M., & Gholami, H. (2014). On the relationship between elf teachers 'critical thinking and self-efficacy. Modern Journal of Language Teaching Methods, 4(2), 286.
Zeki, A. (2015). The effects of microteaching on the critical thinking dispositions of pre-service teachers. Australian Journal of Teacher Education. 40(6), 140- 153.