نقش تعدیل کنندگی سبک یادگیری و هوش هیجانی دانش آموزان در یادگیری مهارت پنجه والیبال به روش مشارکتی

زمانی, فاطمه; اقدسی, محمدتقی; فتحی رضائی, زهرا

doi:10.22059/jsmdl.2023.357464.1711

نوع مقاله : مقاله پژوهشی Released under CC BY-NC 4.0 license I Open Access I

نویسندگان

¹ گروه رشد و یادگیری حرکتی ، دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز، آذربایجان شرقی، ایران.

² گروه رشد و یادگیری حرکتی، دانشکده تربیت بدنی و علوم ورزشی ،دانشگاه تبریز، آذربایجان شرقی، ایران.

³ گروه رشد و یادگیری حرکتی ،دانشکده تربیت بدنی و علوم ورزشی، دانشگاه تبریز، آذریایجان شرقی، ایران.

https://doi.org/10.22059/jsmdl.2023.357464.1711

چکیده

مقدمه: مطالعه حاضر با هدف بررسی نقش تعدیل کنندگی سبک یادگیری و هوش هیجانی دانش آموزان در یادگیری مهارت پنجه به روش مشارکتی انجام شد.
روش پژوهش: روش تحقیق از نوع نیمه تجربی است که ۴۸ دانش آموز دختر مقطع متوسطه اول‌‌‌،‌بصورت در دسترس انتخاب شدند و در‌یکی از چهار گروه: سبک یادگیری واگرا با هوش هیجانی پایین‌‌/بالا و سبک یادگیری همگرا با هوش هیجانی پایین/بالا قرار گرفتند. آزمودنی‌ها پس از پیش آزمون و گذراندن دوره در محیط آموزشی با بکارگیری الگوی یادگیری مشارکتی‌‌‌، ‌در آزمون یادداری فوری‌‌‌،‌یادداری و انتقال شرکت کردند. ابزار اندازه گیری پرسشنامه‌های سبک‌های یادگیری کلب،‌ هوش هیجانی گلمن و آزمون والیبال فرنچ – کوپر بود. در تجزیه و تحلیل داده‌ها در قسمت آمار توصیفی‌‌‌،‌میانگین و انحراف استاندارد و در قسمت آمار استنباطی ‌از تحلیل واریانس با اندازه‌گیری مکرر و مرکب (4×4) درسطح معناداری 0/05 استفاده شد.
یافته‌ها: یافته ها حاکی از آن است که بین میزان یادداری فوری‌‌،‌یادداری و انتقال مهارت پنجه والیبال به روش مشارکتی در افراد دارای سبک یادگیری همگرا و واگرا با هوش هیجانی بالا و پایین تفاوت معناداری وجود دارد؛طوری که در مراحل یادداری فوری‌‌،‌ یادداری و انتقال گروه دارای سبک یادگیری واگرا با هوش هیجانی بالا، بالاترین و گروه دارای سبک یادگیری همگرا با هوش هیجانی پایین، پایین‌ترین امتیاز را کسب کردند.
نتیجه گیری: توجه به نقش سبک‌های یادگیری و هوش هیجانی دانش آموزان در آموزش مهارت پنجه اهمیت دارد. به‌علاوه بنظر می رسد الگوی یادگیری مشارکتی روش مناسبی برای استفاده در ساعات ورزش محسوب می گردد.

کلیدواژه‌ها

عنوان مقاله [English]

The Moderating Role of Students' Learning Styles and Emotional Intelligence in Learning Volleyball Setting Skill in a Cooperative Method

نویسندگان [English]

fatemeh zamani ¹
Mohammad Taghi Aghdasi ²
Zahra Fathirezaie ³

¹ Department of Motor Behavior and Sports Psychology, Faculty of Physical Education and Sport Sciences, University of Tabriz, Azarbayjan Sharghi, Iran.

² Department of Motor Behavior and Sports Psychology, Faculty of Physical Education and Sport Sciences , University of Tabriz, Azarbayjan Sharghi, Iran.

³ . Department of Motor Behavior and Sports Psychology , Faculty of Physical Education and Sport Sciences, University of Tabriz, Azarbayjan Sharghi, Iran.

چکیده [English]

Introduction: The present study aimed to investigate the moderating role of students' learning styles and emotional intelligence in learning the setting skill in a cooperative method.
Method: The research method was a quasi-experimental type, in which 48 female students in the first stage of high school were selected conveniently and were assigned into one of four groups: divergent learning style with low/high emotional intelligence and convergent learning style with low/high emotional intelligence. After the pre-test and passing the course in an educational environment by using the cooperative learning model, the participants took part in the immediate retention, retention, and transfer tests. The measurement tools were Kolb's learning styles questionnaires, Goleman's emotional intelligence questionnaires, and the French and Cooper volleyball tests. In the data analysis, the mean and standard deviation were used in the descriptive statistics section; and in the inferential statistics section, the analysis of variance with repeated measurements and mixed model (4x4) were used at a significance level of 0.05.
Findings: The findings indicate that there is a significant difference between the amount of immediate retention, retention, and transfer of volleyball setting skills in a cooperative way in groups with convergent and divergent learning styles and with high and low emotional intelligence; as in the immediate retention, retention, and transfer stages of the group with divergent learning style and high emotional intelligence got the highest score and the group with convergent learning style and low emotional intelligence got the lowest score.
Conclusion: it is important to pay attention to the role of learning styles and emotional intelligence of students in teaching setting skills. In addition, it seems that the cooperative learning model is considered a suitable method to use during sports hours.

کلیدواژه‌ها [English]

Divergent/Convergent Learning styles
High/Low Emotional intelligence
Cooperative Learning
Volleyball Set

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