مدل علی راهبردهای یادگیری (شناختی و فراشناختی) با نقش واسطه گری امید تحصیلی برای خودکار آمدی تحصیلی در دانش‌آموزان متوسطه

فصلنامه علمی روش ها و مدل های روانشناختی

مقاله 12، دوره 10، شماره 38، بهمن 1398، صفحه 247-262   

نوع مقاله: مقاله پژوهشی

نویسندگان

لیدا اسماعیلی¹؛ نادره سهرابی^{* 2}؛ امیر هوشنگ مهریار³؛ محمد خیر⁴

¹دانشجو

²هیات علمی

³پروفسور دانشگاه آزاد اسلامی، گروه روانشناسی و علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران

⁴استاد دانشگاه مرودشت

تاریخ دریافت: 08 مرداد 1398،  تاریخ بازنگری: 09 تیر 1399،  تاریخ پذیرش: 23 مرداد 1398 

چکیده

چکیده
این پژوهش با هدف تبیین مدل علی بین یادگیری خودتنظیمی و خودکارآمدی با نقش واسطه گری امید تحصیلی در دانش آموزان دوره متوسطه انجام شد. روش پژوهش ، توصیفی و از نوع همبستگی و حجم نمونه شامل 558 نفر (248 دختر و310 پسر) از دانش آموزان متوسطه دوم (پایه دهم، یازدهم و دوازدهم) شهرستان شیراز در سال 98-97 بودند که به روش نمونه گیری تصادفی از نوع خوشه ای چند مرحله ای نمونه گیری شدند. ابزار مورد استفاده در این پژوهش شامل: مقیاس راهبردهای یادگیری خودتنظیمی پینتریچ و دی گروت (1990)، مقیاس امید تحصیلی سهرابی و سامانی (2011) و مقیاس خودکارآمدی دانش آموز جینک و مورگان (1999) بود. برای تحلیل داده های حاصل از جمع آوری مقیاسهای یاد شده از جامعه نمونه، علاوه بر آمار توصیفی (میانگین، انحراف معیار و ماتریس همبستگی)، از آمار استنباطی(تحلیل مسیر) در نرم افزار lisrel استفاده گردید. نتایج حاصل از این پژوهش نشان داد که: امید تحصیلی نقش واسطه گری معناداری را در رابطه بین یادگیری خودتنظیمی و خودکارآمدی تحصیلی ایفا می کند. همچنین مدل علی ارایه شده برای یادگیری خودتنظیمی و خودکار آمدی تحصیلی با نقش واسطه گری امید تحصیلی از برازش خوبی برخوردار بود. نتایج حاصل از این پژوهش می تواند مورد استفاده معلمان، مشاوران مدارس و روانشناسان تربیتی در جهت افزایش خودکارآمدی دانش آموزان و عوامل موثر برآن، قرار گیرد.

کلیدواژه‌ها

راهبردهای شناختی‌؛ فراشناخت؛ امید تحصیلی؛ خودکارآمدی تحصیلی؛ دوره متوسطه

عنوان مقاله [English]

The causal model of learning strategies (cognitive and metacognitive) mediated by academic hope for academic self-efficacy in shiraz high school students

نویسندگان [English]

lida esmaeili¹؛ Nadereh Sohrabi²؛ Amir Houshang Mehryar³؛ Mohammad khayyer⁴

¹student

²Faculty of Marvdasht Azad University

³Professor of Islamic Azad University, Department of psychology and education sciences, Marvdasht branch, Islamic Azad University, Marvdasht, Iran

⁴marvdasht

چکیده [English]

This study aimed to explain the causal model between self-regulated learning and self-efficacy with the mediating role of academic hope in high school students. The research method was descriptive and correlational and the sample size was 558 (248 girls and 310 boys) of second high school students (tenth, eleventh and twelfth grade) of Shiraz city in 2018-2019 who were chosen through Multi stage cluster random sampling. The instruments used in this study were: Pintrich and DeGrot (1990) Self-Regulated Learning Strategies Scale, Sohrabi & Samani Academic Hope Scale (2011) and Jinks and Morgan Student Self-Efficacy Scale (1999).In addition to descriptive statistics (mean, standard deviation and correlation matrix), inferential statistics (path analysis) in lisrel software were used to analyze the data collected from the sample population. The results of this study showed that: Academic hope plays a significant mediating role in the relationship between self-regulated learning and academic self-efficacy. Also, the causal model presented for learning self-regulation and self-efficacy with the mediating role of academic hope fits well. The results of this study can be used by teachers, school counselors and educational psychologists to increase students' self-efficacy and its effective factors.

کلیدواژه‌ها [English]

cognitive strategies, metacognition, academic hope, academic self-efficacy, high school

مراجع

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