تعامل پویا بین تفکر تاملی ، ذهن آگاهی و نگرش مثبت در فراگیران زبان انگلیسی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار آموزش زبان انگلیسی، دانشکده زبان، دانشگاه بین‌المللی امام رضا، (ع) مشهد، ایران

2 دکتری زبان انگلیسی، دانشگاه کلگری، کلگری، کانادا

3 کارشناسی ارشد اموزش زبان انگلیسی، گروه زبان، دانشگاه بین‌المللی امام رضا (ع)، مشهد، ایران

چکیده

به تازگی مفهوم جدیدی به نام ذهن‌آگاهی در مطالعات آموزشی راه یافته است. این مفهوم به عنوان آگاهی خود-رهبرانه و بدون قضاوت فرد از تجربیات حسی و شناختی فعلی خود توصیف می‌شود. مطالعه حاضر به بررسی رابطه بین نگرش مثبت، ذهن‌آگاهی و تفکر تاملی در میان زبان‌آموزان ایرانی میپردازد. نمونه مورد مطالعه شامل ۲۵۴ زبان اموز زبان انگلیسی بودند و به‌عنوان ابزار پژوهشی، از سه پرسش‌نامه استفاده شد: 1) مقیاس ذهن‌آگاهی لنگر 2) پرسش‌نامه تفکرتاملی 3) مقیاس نگرش مثبت . چهارده گویه مربوط به مقیاس ذهن‌آگاهی سه عامل شامل تلاش برای کشف جدید ، تولید نوآوری و مشارکت را ارزیابی می کند. ، پرسش‌نامه تفکر تاملی مشتمل بر شانزده گویه است که چهار نوع مختلف از تفکر تاملی - فعالیت معمول ، فهم ، تامل و تفکر انتقادی - را ارزیابی می کنند. مقیاس هشت موردی از مثبت نگری برای اندازه گیری نگرش مثبت استفاده شد . برای بررسی رابطه ذهن اگاهی، نگرش مثبت و تفکر تاملی زبان اموزان ، از مدل‌سازی معادلات ساختاری استفاده شد. یافته‌ها نشان دادند که نگرش مثبت به طور قابل توجه و مثبتی، ذهن آگاهی را افزایش می‌دهد و با یکی از سه زیرشاخه های ذهن آگاهی، یعنی خلق نوآوری، بالاترین همبستگی را نشان داد. فهم، تأمل و تأمل انتقادی از میان چهار ویژگی تفکر تاملی ، همگی به طور معناداری با بالاترین تأثیر بر تأمل توسط ذهن اگاهی پیش‌بینی شدند. علاوه بر این، سازه دوم ذهن اگاهی، جستجوی نوآوری، با درون نگری مرتبط شناخته شد.

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