آزمون مدل مفهومی نقش میانجیگر یادگیری خودتنظیمی و اهداف پیشرفت در رابطه بین باورهای معرفت شناسی و فرسودگی تحصیلی

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 1، دوره 10، شماره 36، شهریور 1398، صفحه 1-23   

نوع مقاله: مقاله پژوهشی

نویسندگان

سلطانعلی کاظمی^{* 1}؛ نادره سهرابی¹؛ مجید برزگر¹؛ فرزاد پورغلامی²

¹دانشگاه آزاد اسلامی واحد مرودشت

²هیات علمی پیام نور

تاریخ دریافت: 28 خرداد 1397،  تاریخ پذیرش: 08 دی 1397 

چکیده

تحقیق حاضر با هدف بررسی نقش میانجیگر یادگیری خودتنظیمی و اهداف پیشرفت در رابطه بین باورهای معرفت­شناسی و فرسودگی تحصیلی بر روی نمونه­ای 384 نفره از دانشجویان بالاتر از ترم 4 دانشگاه پیام نور شیراز انجام گرفت. اعضای نمونه با استفاده از روش نمونه­گیری خوشه­ای تصادفی انتخاب شده و پس از جمع­آوری داده­ها، ارزیابی الگوی پیشنهادی با روش تحلیل مسیر و استفاده از برنامه AMOS، انجام گرفت و یافته­های حاصل از تحلیل الگویابی معادلات ساختاری برازش خوب الگوی نظری اولیه را با داده­ها مورد تایید قرار داد و پس از اصلاح مدل مفهومی، برازندگی بسیارخوب الگوی نهایی با داده­ها حاصل گردید. نتایج حاصل از تحقیق حاضر نشان داد که باورهای معرفت­شناختی دانشجویان در شکل­گیری نگرش آنها نسبت به فلسفه آموزش و تحصیل نقش تعیین­کننده­ای دارد و این نگرش­ها و باورها به­واسطه یادگیری خودتنظیمی و   جهت­گیری انگیزشی دانشجویان از طریق انتخاب اهداف پیشرفت می­تواند از یک طرف پیشرفت و موفقیت و از طرف دیگر استرس و فرسودگی تحصیلی را در بلندمدت برای دانشجویان به ارمغان داشته باشد. در نتیجه آگاهی دانشجو از فرآیندهای شناختی خود، هم در انتخاب اهداف پیشرفت و هم در انتخاب مسیر صحیح یادگیری(خودتنظیمی شناختی) نقش تعیین­کننده­ای دارد.

کلیدواژه‌ها

یادگیری خودتنظیمی؛ اهداف پیشرفت؛ باورهای معرفت شناسی؛ فرسودگی تحصیلی

عنوان مقاله [English]

Testing the conceptual model of mediating role of self-regulation learning and achievement goals in the relationship between epistemological beliefs and academic burnout in the students of humanity science group in Shiraz Payame-noor University.

نویسندگان [English]

soltanali kazemi¹؛ nadereh sohrabi¹؛ majid barzegar¹؛ farzad poorgholamy²

¹Islamic Azad University of Marvdasht

²pnu faculty

چکیده [English]

Test of conceptual model of mediating role of self-regulation learning and achievement goals in the relationship between Epistemological Beliefs and educational burnout

Farzad Pourgholam

Abstract
The aim of this study was investigating the relationship between epistemological beliefs and educational burnout, by respect of the mediating role of self-regulation learning and achievement goals. 384 students of Shiraz Payame-Noor University were randomly selected through multistage cluster sampling. They then, answered to a questionnaire composed of self-regulation learning, epistemological beliefs, achievement goals and educational burnout scales. Conceptual model was analysed by AMOS. The results showed that achievement goals and self-regulation learning have a mediating role between the Epistemological Beliefs and educational burnout at level p Keywords: self-regulation learning, achievement goals, Epistemological Beliefs, educational burnout

کلیدواژه‌ها [English]

self-regulation learning, achievement goals, epistemological beliefs, educational burnout

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