نوع مقاله : مقاله پژوهشی
نویسندگان
1 ایران- سمنان- دانشگاه پیام نور- گروه روان شناسی و علوم تربیتی- استادیار
2 ایران - سمنان- دانشگاه سمنان- عضو هئیت علمی
چکیده
مطالعۀ حاضر با هدف تعیین اثربخشی تمرینات ورزش مغزی بر کاهش نشانه‌های نقص توجه و تمرکز و افزایش خودکارآمدی تحصیلی و عملکرد تحصیلی در دانشجویان انجام شد. روش: پژوهش حاضر از نوع مطالعات تجربی شامل یک طرح پیش‌آزمون – پس‌آزمون با گروه کنترل بود. نمونۀ آماری شامل 30 دانشجوی دانشگاه سمنان بود. ابتدا از 120 دانشجوی دختر که میانگین نمرات عملکرد تحصیلی آن‌ها پائین‌تر از 15 بود به شیوه تصادفی انتخاب شدند و به شیوه تصادفی به دو گروه آزمایش و کنترل گمارده شدند و به آزمون‌های خودکارآمدی تحصیلی دانشجویان اومن و فرامن (1988)، و پرسشنامۀ مهارت‌های تمرکز سواری و اورکی (1394) قبل و بعد از مداخله پاسخ دادند و نمرات عملکرد تحصیلی آن ها نیز ثبت شد .گروه آزمایش تمرینات ورزش مغزی را طی 8 جلسۀ 30 دقیقه‌ای (هفته‌ای دو مرتبه) انجام دادند. برای گروه کنترل نیزیک سری حرکات کششی و نرمشی که تاکنون ثابت نشده بر توجه و تمرکز مؤثر هستند، اجرا شد.. تحلیل آماری نشان داد که میانگین نمرات مهارت‌های تمرکز (01/0 >P، 910/288 = F)، خودکارآمدی تحصیلی (01/0 >P، 528/429 = F) و عملکرد تحصیلی (01/0 >P، 022/181 = F) در مرحلۀ پس‌آزمون گروه آزمایش افزایش معناداری را نشان داد. اما این تغییرات در گروه کنترل، معنادار نبود. براساس
کلیدواژه‌ها
1- Abduh, B. and Tahar, M.M. The Effectiveness of Brain Gym and Brain training intervention on working memory performance of student with learning disability. Journal of ICSAR. 2018. V 2. Issue 2. P 105-111. DOI: 10.17977/um005vi22018p105.
2- Akomolafe, M.J., Ogunmakin, A.O. and Fasooto, G.M. The Role of Academic Self-efficacy, Academic Motivation and Academic Self-concept in predicting secondary school students’. Academic performance Journal of Educational and Social Research, 2013. 3(2), 335-342.
3- Amiri,M.,Pourmoradkohan, P.and Bakhian,F. The Effectiveness of Brain Gym on Static and Dynamic Balance in Elderly.Journal of Aging Psychology.2016. V1,No3,201-211. [in persion]
4- Alivernini, F and Lucidi, F. Relationship between social context, self- efficacy, Motivation, Academic Achievement, and intention to Drop out of High School: A longitudinac study. Journal of Educational Research. 2011. V 104. Issue 4. P 241-252. DOI: 10.1080/0022067100328062.
5- Ardian, I and Nurain, N. The Effectiveness of Brain Gym and Brain Vitalization Gym in Increasing Cognitive Function of the Elderly in PucangGading Social Rehabilitation Unit of Semarang. Nurseline Journal. 2018. V 3. Issue 1. P 38. DOI: 10.19184/nlj.V311.7001
6- Bayanfar,F.and Mostafai,A. A comparison of the memory and attention profiles in students with Attention deficit/Hyperactivity Disorder, Oppositional Defiant Disorder and Social Communication Disorder with normal students. Quarterly Journal of Research in school and Virtual Learning. 2017. Year 5,NO3.P33-42[in Persian].
7- Boonmun, P and Ruengtragul, A. A Brain Gym Program to Enhance that Reading Comprehension Ability of fifth Grade Students. Khan keen University Journal (Graduate studies). 2009. V 09. Issue 1. P 137-147. DOI: 10.4581/kkujgs.09.1.13.
8- Brain Gym International website. 2008. http://www.braingym.org.
9- Britner, S.L. and Pajares, F. Sources of science self-efficacy beliefs of middle school students. Journal of Research in science teaching. 2006. 43 (5), 485-499.
10- Brumback, R.A. Weinberg’s syndrome: A disorder of attention and behavior problems needing further research. Journal of child neurology, 2000. 15, 478-480.
11- Byars- Winston, A.M. and Fouad, N.A. Math and science social cognitive variables in college students: contributions of contextual factors in predicting goals. Journal of Career Assessment, 2008. 16, 425-44.
12- Caprara, G.V. Fida, R., Vecchione, M., Del Bove, G., Vecchio, G.M. and Barbaranelle, C. Longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 2008. 100(3), 525-534.
13- Cerino, E.S. Relationships between Academic Motivation, Self-Efficacy, and Academic Procrastinate. Journal of Psychological Research. 2014. V19. Issue 4.p.156-163. DOI: 10.24839/2164-8204.jn19.4.156.
14- Chanana, M. Empirical Study: Relationship between self -efficacy and academic performance. International Journal of Health & Medical Sciences. 2018. DOI: 10.31295/hms.V1N1.36.
15- Cheng, P., Chiou, W. Achievement, attribution, self-efficacy, and goal setting by accounting undergraduates. Psychological Reports. 2010.
16- Choi, J.A. The effects of Academic self-efficacy, Goal- self concordance, Grit on Academic Related Efforts. Education Research Institute. 2018. V 16. Issue 1. P 1-63. DOI: 10.31352/jer.16.1.41.
17- Clark, M.H. Middleton, C. Nguyen, D and Zwick, L.K. Mediating relationships between academic motivation, academic integration and academic performance. Learning and individual differences. 2014. V 33. P 30-38, DOI: 10.1016/j. lindif. 2014.04.007.
18- Dennison, P.E. Brain Gym and me: Reclaiming the pleasure of learning. Ventura, CA. Edu-kinesthetics. 2006.
19- Dickstein, D.P. Paying Attention to Attention-Deficit Hyperactivity Disorder. JAMA Network open. 2018. V1. Issue 4. Pe 181504. DOI.10-1001/jamanetwork open. 2018.1504.
20- Dogan, U. Student Engagement, Academic self-efficacy, and Academic Motivation as predictors of Academic performance. Anthropologist. 2015. V 20. Issue 3. P 553-561. DOI: 10.1080/09720073.2015.11891759.
21- Eysenk, M. W. and Keane, M. Cognitive Psychology.2010. [ in Persian].
22- Hughes, C. Jones-Adams, C. and Branham, D. Motivation, Fortitude and Success: the impact of Academic Efficacy and Academic Commitment on Academic Performance among Minority high school students. Children and teenagers. 2018. V 1. Issue 2. P 93. DOI: 10.22158/ct.Vin 2 p 93.
23- Kahn, J.H. and Nauta, M.M. Social-cognitive predictors of first year college persistence: the importance of proximal assessment. Research in Higher Education, 2001. 42, 633-652.
24- Keshavarz, L., Farahani, A. and Ahmadi, A. The effect of sport activities on anxiety and academic performance on non-athlete boys. Organizational Behavior Management in Sport Studies. 2014. v2.43-54. [in Persian].
25- Kim, N.H. and Cho, H.M. How the Brain-Gym influences the Emotional Anger. Institute for Education and Research Gyeongin National University of Education. 2016. V 36. Issue 3. P 65-111. DOI: 10.25020/je.2016.36.3.95.
26- Kumar, A., Foster, T.C. Brain Aging: Models, Methods and Mechanisms. Riddle DR., translator. CRC Press. 2007. P 229-241.
27- Lim, N. Relationship between self-efficacy, satisfaction and Academic outcome of Korean Design Major students. Journal of Korea Design Forum. 2016. V null. Issue 53. P 95-106. DOI: 10.21326/K s dt. 2016. 53.008.
28- Lin, Y. W. Huang, T.C. and Liu, C.J. The development and application of the concentration questionnaire in science classroom. Chinese Journal of Science Education, 2010. 18(2), 107-129.
29- Lindley, L.D. and Borgen, F.H. Generalized self-efficacy, Holland theme self-efficacy, and academic performance. Journal of Career Assessment, 2003. 10, 301-314.
30- Luzzo, D.A, and McWhirter, E. H. Sex and ethnic defferences in the perception of educational and career-related barriers and levels of coping efficacy, Journal of Counseling Development, 2001. 79(1), 61-67.
31- Macovei, C.M. Academic self-efficacy in Military Higher Education: Assessment of the psychometric qualities of perceived Academic Efficacy Scale. International conference knowledge. Based Organization. 2018. V 24. Issue 2. P 311-316. DOI: 10.1515/kbo-2018-0108.
32- Mikulas, W.L. The integrative helper: convergence of eastern and western traditions. 2002. Pacific Grove, CA: Brooks/cole.
33- Moriyama, T., Polanczyk, G. Rohde, L. National Institute of Developmental Psychiatry for Children and Adolescents Neurotherapeutics, 2012. P 12-19.
34- Moosavirad, S.T., Keshavarz, L. Relation of between how leisure and mental health teachers athletes and non-athlet shahi n shahr city. Organizational Behavior Management in Sport Studies. 2015. V2, No6, 73-80. [in persion].
35- Niehaus, K., Rudasill, K.M. and Adelson, J.L. Self-efficacy, intrinsic motivation, and academic outcomes among Latino middle school students participating in an after-school program. Hispanic Journal of Behavioral Sciences, 2012. 34(1). 118-136.
36- Nilsen, H. Influence on student academic behavior through motivation, self- efficacy and value-expectation: An action research project to improve learning. Issues in informing science and information technology; 2009. 6: 44-556.
37- Ningrum, A.P., Huda, A and Praherdhiono, H. Brain Gym video model for Improving the Beginning Writing Abilities of the Autistic Students. Journal of ICSAR. 2018. V 2. Issue 2. P 175-179. DOI: 10.1177/07419352070280020201.
38- Okado, H. Regulation of brain development and brain function by the transcriptional repressor RP58. Brain Research. 2018. Doi: http://doi.org/10.1016/j.brainres.2018.02.042.
39- Pickering, S.J. Working Memory and Education, Academic Press, London. 2006.
40- Pinna, M. Visioli, C, Mario Ragof, Machia, M, Tohdol and BaldessArini, R. Attention deficit- hyperactivity disorder in adult bipolar disorder patients. Journal of Affective Disorders. 2018. Published Jan 2019. V243. P 391-396. DOI: 10.1016/j.jad.2018.90.038.
41- Sanchez, X., and Torregrosa, M. E1 papel de los factorespsicologicos en La escaladadeportiva: Un analisiscualitutive [the influence of psychological factors on sports performance]. Revista de psicologia del Deporte, 2005. 14, 2, 177-194.
42- Saif,A-A. Modern Educational Psychology.Tehran:Dowram. 2017. [in Persian].
43- Sayadi,F.,Abbasi,H.,BAkhit,M. and Eydipour,K. The Analysis of Relationship between Emotional Creativity and Emotional Intelligence with Self-efficacy of Elite Athletes in Kermanshah. Organizational Behavior Management in Sport Studies. 2016. V3,No10.59-66. [in Persian].
44- Schweitzer, J.B., Cummins, T.K., and Kant, C.A. Attention-deficit hyperactivity disorder. Med Clin North Am; 2002. 85: 757-777.
45- Sevari,J. and Oraki,M. Making and Validating of Attention and Concentration Questionnaire. Educational Measurement. 2015. V6. No22. P69-74. [in Persian].
46- Shcweitrzer, K. Lei stung diagnostic [performance and performance diagnostic]. Heidelberg, Germany: Springer. 2006.
47- Tastan, S.B. (2014). The relationship between psychological empowerment and psychological well-being: the role of self-efficacy perception and social support. OneriDergisi. V 10. Issue 40. P 139. DOI: 10. 14783/od. V 10 I 40. 1012000360.
48- Vizcarra-Cerezo and Prudente, M.S. Using Brain Gym to Enhance Kindergarten pupils' Reading Abilities. Advanced Science Letters. 2018. V 24. Issue 11. P 8150-8153. DOI: 10.1166/asi.2018.12513
49- Woogul, L., Myung-Jin, L. and Mimi, B. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, 2014. 39, 86.
50- Yun,S. Hiver, P., and AL-Hoorie, A.H. Academic Buoyancy.Studies in second language Acquisition. 2018. P1-26.
51- Yesilyurt, E. Academic Locus of control, tendency towards Academic Dishonesty and text Anxiety levels as the predictors of Academic self-efficacy. Educational sciences: theory & practice. 2014. DOI: 10.12838/. estp. 2014.5-1847.
52- Zajacova, A. Lynch, S.M. and Espenshade, T.J. Self-efficacy, stress, and academic success in college. Research in Higher Education, 2005. 46(6), 678-706.
)