بررسی مقایسه‌ای رابطه بین سبک‌های تفکر و راهبردهای یادگیری با عملکرد تحصیلی در میان دانشجویان دختر دانشگاههای دولتی و آزاد یزد

فصلنامه زن و جامعه

مقاله 5، دوره 3، شماره 12، آذر و دی 1391، صفحه 91-114   

نوع مقاله: مقاله پژوهشی

نویسنده

علیرضا بخشایش

استادیار گروه روانشناسی و علوم تربیتی دانشگاه یزد

تاریخ دریافت: 24 آذر 1394،  تاریخ پذیرش: 24 آذر 1394 

چکیده

این پژوهش با هدف مقایسه رابطه سبک‌های تفکر و راهبردهای یادگیری با عملکرد تحصیلی دانشجویان دختر دانشگاه‌های دولتی و آزاد یزد انجام گرفت. این پژوهش از نوع توصیفی – همبستگی بود. با استفاده از روش نمونه‌گیری طبقه‌ای تعداد 195 دانشجوی دختر از دانشگاه دولتی یزد و 130 دانشجوی دختر از دانشگاه آزاد یزد انتخاب و مورد مطالعه قرار گرفتند. برای جمع‌آوری داده‌ها از نمونه مورد مطالعه از سه پرسشنامه سبک‌های تفکر استرنبرگ- واگنر، راهبردهای یادگیری ASSIST و عملکرد تحصیلی درتاج استفاده گردید. داده‌ها با استفاده ازنرم افزار SPSS و با روش ضریب همبستگی پیرسون، رگرسیون چندگانه مدل ورود (اینتر) و آزمون t تجزیه و تحلیل شد. نتایج نشان دادند که: بین تمام سبک‌های تفکر و رویکرد یادگیری عمیق و راهبردی با عملکرد تحصیلی رابطه مثبت و معنا داری وجود دارد و تنها بین راهبرد یادگیری سطحی با عملکرد تحصیلی رابطه معناداری بدست نیامد. هم‌چنین، از متغیر‌ سبک‌های تفکر، سبک تفکر سلسله‌مراتبی، محافظه کار و کلی و از متغیر راهبردهای یادگیری، تنها رویکرد یادگیری راهبردی در پیش‌بینی عملکرد دانشجویان سهیم بودند و در نهایت، یافته‌ها نشان داد دانشجویان دو دانشگاه در متغیر سبک‌ تفکر آزاداندیش و راهبردهای یادگیری عمقی و راهبردی تفاوت معنا دار دارند. با توجه به یافته‌های بدست آمده می‌توان نتیجه گرفت که سبک‌های تفکر و راهبردهای یادگیری نقش مؤثری را در عملکرد تحصیلی ایفا می‌کند.
 

کلیدواژه‌ها

راهبردهای یادگیری؛ سبک‌های تفکر؛ عملکرد تحصیلی؛ دانشگاه‌ دولتی؛ دانشگاه آزاد

عنوان مقاله [English]

A Comparison of the Relationship between Thinking Styles and Learning Strategies with Academic Performance among Female Students in Yazd State and Azad Universities

نویسندگان [English]

A Bakhshayesh

چکیده [English]

This research was done to compare the relationship between thinking styles and learning strategy with academic performance among the female students in Yazd state and Azad university. This was a descriptive – correlation. Using classified sampling, 195 female students of Azad University and 130 female students of Yazd University were selected. Sternberg- Wagner’s thinking Styles Questionnaire, ASSIST learning strategies and Dortaj’s academic performance Questionnaire were used for data collection. Data were analyzed by Pierson’s' correlation coefficient method, multiple regression using enter method and t-test. The results showed a positive significant relationship between all thinking styles and strategic and deep learning approaches with academic performance and just it was no significant relationship between surface learning approach and academic performance. Also among thinking styles, conservative and global and among learning strategies, only the strategic learning approach were involved in the prediction of academic performance. Students in both universities were significantly different in liberal thinking style and strategic and deep learning approaches. According to the present results it can be concluded that thinking styles and learning strategies have an effective role in academic performance.
 

کلیدواژه‌ها [English]

Learning Approaches, Thinking Styles, academic performance, Yazd University, Azad University

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