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الگوی ساختاری روابط باورهای معرفت شناختی و راهبردهای یادگیری خود تنظیمی: نقش واسطه‌ای خود کارآمدی تحصیلی و اهداف پیشرفت | ||
| دوماهنامه علمی - پژوهشی رهیافتی نو در مدیریت آموزشی | ||
| مقاله 11، دوره 8، شماره 31، آذر و دی 1396، صفحه 211-238 اصل مقاله (899.9 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسندگان | ||
| صمد عابدی* 1؛ بهمن سعیدی پور2؛ محمد حسن صیف2؛ مهران فرج اللهی3 | ||
| 1استادیار گروه علوم تربیتی، دانشگاه پیام نور، ایران | ||
| 2دانشیار گروه علوم تربیتی، دانشگاه پیام نور، ایران | ||
| 3استاد گروه علوم تربیتی، دانشگاه پیام نور، ایران | ||
| تاریخ دریافت: 07 مرداد 1394، تاریخ بازنگری: 01 آذر 1394، تاریخ پذیرش: 07 شهریور 1396 | ||
| چکیده | ||
| هدف پژوهش حاضر، بررسی روابط بین متغیرهای باورهای معرفت شناختی و انگیزشی ( خودکارآمدی تحصیلی و اهداف پیشرفت) با یکدیگر و نیز نقش آنها بر راهبردهای یادگیری خودتنظیمی ( راهبردهای شناختی و فراشناختی) دانشجویان دانشگاه پیام نور در قالب مدل علّی و به روش تحلیل مسیر میباشد. به منظور آزمون سوالات پژوهش، نمونهای 600 نفری از دانشجویان مراکز دانشگاه پیام نور، با استفاده از روش نمونهگیری خوشهای چند مرحلهای و روش نمونهگیری طبقهای، به صورت تصادفی انتخاب شدند و به پرسشنامه خودگزارشی متشکل از مقیاس باورهای معرفت شناختی (Schommer, 1990)، مقیاس اهداف پیشرفت (Middleton & Midgley, 1997)، مقیاس خودکارآمدی تحصیلی و راهبردهای یادگیری خودتنظیمی (Pintrich & De Groot, 1990) پاسخ دادند. نتایج پژوهش حاکی از آن است که مدل علّی مفروض پس از اصلاح از برازش مناسبی برخوردار بوده و متغیرهای پژوهش در مجموع و به ترتیب، 29 و 35 درصد از کل واریانس راهبردهای شناختی و فراشناختی را تبیین نمودند. به طور کلی، نتایج پژوهش نشان داد که باورهای معرفت شناختی علاوه بر تاثیر مستقیم، به واسطه اهداف پیشرفت و خودکارآمدی تحصیلی بر راهبردهای یادگیری خودتنظیمی ( راهبردهای یادگیری شناختی و فراشناختی) دانشجویان، تاثیر غیرمستقیمی نیز دارند. لذا، ضروری است که زمینه لازم جهت ارتقاء این باورها از طریق غنیتر کردن محیط زندگی و فضای یادگیری و آموزش فراهم شود. | ||
| کلیدواژه‌ها | ||
| باورهای معرفت شناختی؛ اهداف پیشرفت؛ خودکارآمدی تحصیلی؛ راهبردهای یادگیری شناختی و فراشناختی؛ دانشجویان دانشگاه پیام نور | ||
| عنوان مقاله [English] | ||
| The Structural Model of Relationships of the Epistemological Beliefs and Self-Regulatory Learning Strategies: The Mediating Role of Educational Self-efficacy and Achievement Goals | ||
| نویسندگان [English] | ||
| s abedi1؛ B Saeidipour2؛ M.H seyf2؛ M Farajollahi3 | ||
| چکیده [English] | ||
| The present investigation aims at examining the relationships between the variables of epistemological and motivational beliefs (educational self-efficacy and achievement goals) with each other as well as their role in self-regulatory learning strategies (Cognitive and Meta Cognitive Strategies) of Payame Noor University students in a causal Model framework and through Path Analysis. in order to test the questions of the research, a sample of 600 students from Payame Noor University centers, using multiple cluster sampling and stratified sampling were randomly selected, and to a self-report questionnaire consisting scales of the epistemological beliefs (Schommer, 1993), achievement goals (Middleton & Midgley, 1997) and educational self-efficacy and self-regulatory learning strategies (Pintrich & DeGroot, 1990), were asked. Results indicated that the proposed causal model after revision enjoys a good fit index, and that the variables formed 29 and 35 percent of the total variance of cognitive and metacognitive strategies. In general, according to the results of this study, epistemological beliefs not only have a direct effect but also have an indirectly impact on students’ self-regulatory learning strategies through achievement goals and educational self-efficacy. Therefore, it is essential that these beliefs be enhanced through enriching the living and learning contexts. | ||
| کلیدواژه‌ها [English] | ||
| epistemological beliefs, achievement goals, Educational Self-efficacy, Cognitive and Meta Cognitive Learning Strategies, Payame Noor University Students | ||
| مراجع | ||
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