پژوهش در ورزش زنان

اثربخشی استراحت‌های مغزی بر پیشرفت تحصیلی و خودکارآمدی دانش‌آموزان: نقش تعدیل کنندگی حمایت والدین

نوع مقاله : مقاله پژوهشی

نویسنده

فاطمه رضایی

استادیار رفتار حرکتی، گروه تربیت بدنی و علوم ورزشی، دانشکده علوم انسانی، دانشگاه سمنان، سمنان، ایران

https://doi.org/10.22089/rws.2025.17583.1047
چکیده
هدف پژوهش حاضر بررسی اثربخشی استراحت‌های مغزی بر پیشرفت تحصیلی و خودکارآمدی دانش‌آموزان ابتدایی با حمایت والدین بود. پژوهش حاضر از نوع نیمه­تجربی با طرح پیش­آزمون و پس­آزمون با گروه کنترل بود. جامعه آماری آن شامل تمام دانش‌آموزان دختر پایه­های چهارم، پنجم و ششم ابتدایی شهرستان سمنان در سال تحصیلی 1403-1402 بود. با روش نمونه­گیری تصادفی خوشه‌ای، 192 نفر از دانش­آموزانی که در دروس ریاضی، علوم و فارسی ضعف یادگیری داشتند، به عنوان نمونه پژوهش انتخاب شدند. پس از اجرای پیش­آزمون دانش­آموزان به روش تصادفی ساده به دو گروه مداخله و یک گروه کنترل تقسیم شدند. برای مداخله از کتاب فعالیت‌های بدنی استراحت مغزی استفاده شد. همچنین داده­ها با شاخص پیشرفت تحصیلی، پرسشنامه خودکارآمدی کودکان و نوجوانان موریس (2001) و مقیاس حمایت والدین فال و روبرتز (2012) جمع­آوری شدند. گروه­های مداخله به مدت 4 ماه، دو بار در روز و 3 بار در هفته مطابق با روش آموزشی تمرین کردند. در این بین، گروه مداخله اول با حمایت والدین و گروه مداخله دوم بدون حمایت والدین بودند. گروه کنترل هیچ مداخله­ای دریافت نکردند. در پایان هفته شانزدهم، از هر سه گروه پس­آزمون گرفته شد. داده­ها با آزمون تحلیل کواریانس ارزیابی شدند. نتایج نشان داد که استراحت مغزی پس از مداخله تأثیر معنی­داری بر پیشرفت تحصیلی دانش­آموزان با حمایت والدین و بدون حمایت والدین داشت (620/0 Ŋ2= ،001/0P=، 17/21 F=). همچنین، تأثیر معنی­داری بر خودکارآمدی مشاهده شد (648/0 Ŋ2= ،001/0P=، 95/23 F=). میانگین نمرات پیشرفت تحصیلی در گروه با حمایت والدین (05/4±57/12) نسبت به گروه بدون حمایت والدین (68/4±90/11) افزایش بیشتری داشت. همچنین، میانگین نمرات خودکارآمدی در گروه با حمایت والدین (16/7±59/60) نسبت به گروه بدون حمایت والدین (98/5±65/58) بیشتر بود. این یافته‌ها می­تواند ضرورت توجه برنامه­ریزان و مسئولان آموزشی به نقش فعالیت‌های استراحت مغزی در بهبود پیشرفت تحصیلی و خودکارآمدی دانش­آموزان دختر ابتدایی با حمایت خانواده را نشان دهد.

کلیدواژه‌ها

وقفه مغزی
پیشرفت تحصیلی
خودکارآمدی
روش نوین تدریس
حمایت والدین
 
 
1.       Abi Nader, P., Hilberg, E., Schuna Jr, J. M., John, D. H., & Gunter, K. B. (2019). Association of teacher‐level factors with implementation of classroom‐based physical activity breaks. Journal of school health, 89(6), 435-443.
2.       Anderson, E., & Durstine, J. L. (2019). Physical activity, exercise, and chronic diseases: A brief review. Sports Medicine and Health Science, 1(1), 3-10.
3.       Ardestani, S., & Khormaei Farhad, S. (2019). The relationship between parental support and students' academic truancy: The mediating role of achievement goals. Instruction and Evaluation, 11(44), 145-167.
4.       Back, D. (2022). The impacts of adolescents' leisure activity types on psychological well-being, academic self-efficacy, self esteem, and stress. Whily, 98(2), 121-134.
5.       Balasekaran, G., Ibrahim, A. A. B., Cheo, N. Y., Wang, P. K., Kuan, G., Popeska, B., Chin, M.-K., Mok, M. M. C., Edginton, C. R., & Culpan, I. (2021). Using Brain-Breaks® as a technology tool to increase attitude towards physical activity among students in Singapore. Brain Sciences, 11(6), 784.
6.       Bandura, A. (1982). Mecanismo de autoeficacia en la agencia humana. Psicóloga estadounidense, 37(2), 122-147.
7.       Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self‐efficacy beliefs on academic functioning. Child development, 67(3), 1206-1222.
8.       Bilgrami, Z., McLAUGHLIN, L., Milanaik, R., & Adesman, A. (2017). Health implications of new-age technologies: a systematic review. Minerva pediatrica, 69(4), 348-367.
9.       Chazan-Cohen, R., Raikes, H., Brooks-Gunn, J., Ayoub, C., Pan, B. A., Kisker, E.E., et al. (2009). Low-income children’s school readiness: Parent contributions over the first five years. Early Education & Development, 20, 958–977.
10.    Cline, A., Knox, G., De Martin Silva, L., & Draper, S. (2021). A Process Evaluation of A UK Classroom-Based Physical Activity Intervention—‘Busy Brain Breaks’. Children, 8(2), 63.
11.    Coleman, J., & Hagell, A. (2007). The nature of risk and resilience in adolescence. Adolescence, risk and resilience: Against the odds, 3, 2-16.
12.    Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4), 227-268.
13.    De Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. Journal of science and medicine in sport, 21(5), 501-507.
14.    Donnelly, J. E., Hillman, C. H., Castelli, D., Etnier, J. L., Lee, S., Tomporowski, P., Lambourne, K., & Szabo-Reed, A. N. (2016). Physical activity, fitness, cognitive function, and academic achievement in children: a systematic review. Medicine and science in sports and exercise, 48(6), 1197-1211.
15.    Egger, F., Benzing, V., Conzelmann, A., & Schmidt, M. (2019). Boost your brain, while having a break! The effects of long-term cognitively engaging physical activity breaks on children’s executive functions and academic achievement. PloS one, 14(3), e0212482.
16.    Emeljanovas, A., Mieziene, B., Mok, M. M. C., Chin, M.-k., Cesnaitiene, V. J., Fatkulina, N., Trinkuniene, L., Sánchez, G. F. L., & Suárez, A. D. (2018). The effect of an interactive program during school breaks on attitudes toward physical activity in primary school children. Anales de psicología, 34(3), 580-586.
17.    Fall, A. M., & Roberts, G. (2012). High school dropouts: Interactions between social context, self perceptions, school engagement, and student dropout. Journal of Adolescence, 35(4), 787-798.
18.    Foley, H. (2021). The Impact of Brain Breaks on Student Engagement in the Elementary Classroom.
19.    Glapa, A., Grzesiak, J., Laudanska-Krzeminska, I., Chin, M.-K., Edginton, C. R., Mok, M. M. C., & Bronikowski, M. (2018). The impact of brain breaks classroom-based physical activities on attitudes toward physical activity in polish school children in third to fifth grade. International journal of environmental research and public health, 15(2), 368.
20.    Hajar, M. S., Rizal, H., & Kuan, G. (2019). Effects of physical activity on sustained attention: A systematic review. Scientia Medica, 29(2), e32864-e32864.
21.    Hillman, C. H., Erickson, K. I., & Hatfield, B. D. (2017). Run for your life! Childhood physical activity effects on brain and cognition. Kinesiology Review, 6(1), 12-21.
22.    Lon, I. E., Lupu, R., & Nicolae, E. (2022). Academic achievement and professional aspirations: between the impacts of family, self-efficacy and school counselling. Journal of Family Studies, 28(2), 587-610.
23.    Jackson, J. W. (2002). Enhancing self-efficacy and learning performance. The journal of experimental education, 7(3), 243-254.
24.    Holt, N. L., Tamminen, K. A., Black, D. E., Mandigo, J. L., & Fox, K. R. (2009). Youth sport parenting styles and practices. Journal of Sport & Exercise Psychology, 31, 37-59.
25.    Karthijekan, K., & Cheng, H. Y. (2022). Effectiveness of a motivated, action-based intervention on improving physical activity level, exercise self-efficacy and cardiovascular risk factors of patients with coronary heart disease in Sri Lanka: A randomized controlled trial protocol. PLoS One, 17(7), e0270800.
26.    Kasparek, A. (2021). Brain Breaks and Student Engagement. Spring.
27.    Kim, W. Y., & Page, T. (2013). Emotional Bonds with Parents, Emotional Regulation and School Related behavior among Elementary School Truants. Journal of Child & Family studies. 22, 869-878.
28.    Kuan, G., Rizal, H., Hajar, M. S., Chin, M.-K., & Mok, M. M. C. (2019). Bright sports, physical activity investments that work: Implementing brain breaks in Malaysian primary schools. British journal of sports medicine, 53(14), 905-906.
29.    Latino, F., Tafuri, F., Saraiello, E., & Tafuri, D. (2023). Classroom-based physical activity as a means to improve self-efficacy and academic achievement among Normal-weight and overweight youth. Nutrients, 15(9), 2061.
30.    Mahar, M., Kenny R., Shields, T., Scales, D., Collins, G. (2006). Energizers : Classroom-based Physical Activities K-2. Kinesiology.
31.    Malik, A. S., Javed, N., & Mahmood, A. (2022). Influence of Single Parenting on Self-Efficacy of Adolescents: A Comparative Study of Broken and Intact Households. Pakistan Languages and Humanities Review, 6(3), 373-384.
32.    Mistry, R. S., Benner, A. D., Biesanz, J. C., & Clark, S. L. (2010). Family and social risk, and parental investments during the early childhood years as predictors of low-income children’s school readiness outcomes. Early Childhood Research Quarterly, 25, 432–449.
33.    Meyers, C. (2012). The centralizing role of terminology: A consideration of achievement gap, NCLB, and school turnaround. Peabody Journal of Education, 87(4), 468-484.
34.    Mok, M. M. C., Chin, M.-K., Korcz, A., Popeska, B., Edginton, C. R., Uzunoz, F. S., Podnar, H., Coetzee, D., Georgescu, L., & Emeljanovas, A. (2020). Brain breaks® physical activity solutions in the classroom and on attitudes toward physical activity: A randomized controlled trial among primary students from eight countries. International journal of environmental research and public health, 17(5), 1666.
35.    Morelen, D., & Suveg, C. (2012). A real-time analysis of parent-child emotion discussions: the interaction is reciprocal. Journal of Family psychology, 26(6), 998.
36.    Mullender‐Wijnsma, M. J., Hartman, E., de Greeff, J. W., Bosker, R. J., Doolaard, S., & Visscher, C. (2015). Improving academic performance of school‐age children by physical activity in the classroom: 1‐year program evaluation. Journal of school health, 85(6), 365-371.
37.    Muris, P. (2001). A brief questionnaire for measuring self-efficacy in youths. Journal of Psychopathology and behavioral Assessment, 23(3), 145-149.
38.    Mutab, M. J., & Rezaei, F. (2023). The Effect of Brain Breaks on Academic Progress, Self-Efficacy, and Interest in Physical Activity of Primary School Students. Learning, 15(1), 63-78.
39.    Neal, M. J. (2021). Educator Perceptions-Effects of STEM Programs on Academic Success: Qualitative Case Study American College of Education.
40.    Olivier, E., Archambault, I., De Clercq, M., & Galand, B. (2019). Student self-efficacy, classroom engagement, and academic achievement: Comparing three theoretical frameworks. Journal of youth and adolescence, 48(2), 326-340.
41.    Park, Y. S., & Kim, U. (2006). Family, parent-child relationship, and academic achievement in Korea: Indigenous, cultural, and psychological analysis. In Indigenous and cultural psychology: Understanding people in context (pp. 421-443). Boston, MA: Springer US.
42.    Park, Y. S., & Kim, U. (2004b). Adolescent culture and parent-child relationship in Korea: Indigenous psychological analysis [in Korean]. Seoul: Kyoyook Kwahaksa.
43.    Perera, T., Frei, S., Frei, B., & Bobe, G. (2015). Promoting physical activity in elementary schools: Needs assessment and a pilot study of Brain Breaks. Journal of Education and Practice, 6(15), 55-64.
44.    Perry, NE. (2023). Using Qualitative Methods To Enrich Understandings of Self-regulated Learning: A Special Issue of educational Psychologist. Taylor & Francis.
45.    Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior research methods, 40(3), 879-891.
46.    Popeska, B., Angeleska4-Metodi, J. S. K. B., & Mitkovska, P. S. J. (2024). Quality Physical Education in Active School–Best Practices Examples from Primary Schools in North Macedonia. Quality Physical Education in Active School and its Perspectives. Researches-Best Practices-Situation., 259.
47.    Qin, S., Jia, S., & Su, S. (2025). Parent-child relationship and junior high academic performance: Differentiated impacts of fathers and mothers with self-efficacy as a mediator. Acta Psychologica, 253, 104723.
48.    Ramsdal, G., Gjærum, R. G., Wynn, R. (2013). Dropout and early unemployment. International Journal of Educational Research, 62, 75-86
49.    Rizal, H., Hajar, M. S., Muhamad, A. S., Kueh, Y. C., & Kuan, G. (2019). The effect of brain breaks on physical activity behaviour among primary school children: A transtheoretical perspective. International journal of environmental research and public health, 16(21), 4283.
50.    Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American psychologist, 55(1), 68.
51.    Schmidt, S. (2008). Delegation von Preiskompetenz an den Verkaufsaußendienst. Springer.
52.    Tahmasiyan, Karineh, & Anari. (2009). The relationship between dimensions of self-efficacy and depression in adolescents. Quarterly Journal of Applied Psychology, 3(1). (In Persion).
53.    Torres, J. B., & Solberg, V. S. (2001). Role of self-efficacy, stress, social integration, and family support in Latino college student persistence and health. Journal of vocational behavior, 59(1), 53-63.
54.    Vallerand, R. J. (1997). Toward a hierarchical model of intrinsic and extrinsic motivation. Advances in experimental social psychology, 29, 271-360.
55.    Van Stryp, O. (2021). The effect of active brain-breaks on in-school physical activity, fundamental movement skills and executive functioning in Grade One children. Thesis (PhD),Stellenbosch University.
56.    Virtanen, T. E., Lerkkanen, M. K., Poikkeus, A. M., & Kuorelahti, M. (2014). Student behavioral engagement as a mediator between teacher, family, and peer support and school truancy. Learning and Individual Differences, 36, 201-206.
57.    Wang, F., Gao, S., Chen, B., Liu, C., Wu, Z., Zhou, Y., & Sun, Y. (2022). A study on the correlation between undergraduate students’ exercise motivation, exercise self-efficacy, and exercise behaviour under the COVID-19 epidemic environment. Frontiers in psychology, 13, 946896.
58.    Wassenaar, T., Wheatley, C., Beale, N., Salvan, P., Meaney, A., Possee, J., Atherton, K., Duda, J., Dawes, H., & Johansen-Berg, H. (2019). Effects of a programme of vigorous physical activity during secondary school physical education on academic performance, fitness, cognition, mental health and the brain of adolescents (Fit to Study): study protocol for a cluster-randomised trial. Trials, 20(1), 1-14.
59.    Watson, A., Timperio, A., Brown, H., Best, K., & Hesketh, K. D. (2017). Effect of classroom-based physical activity interventions on

academic and physical activity outcomes: a systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 14(1), 1-24.

صفحه اصلی

ارسال مقاله

داوران

تماس با ما