بررسی رابطه تفکر نقادانه و خودکارآمدی تحصیلی: نقش تعدیل گری خودراهبری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روان شناسی، دانشگاه الزهرا، تهران، ایران

2 دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران

3 استادیار گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران

چکیده

هدف: یادگیری خودراهبر به عنوان یکی از مؤلفه‌های اصلی در یادگیری بزرگسالان در دهه‌های اخیر محسوب می‌شود. این پژوهش در پی تعیین نقش تعدیل‌گری یادگیری خودراهبر در رابطه میان تفکر نقادانه و خودکارآمدی تحصیلی بوده است.
روش: روش پژوهش حاضر از لحاظ هدف، کاربردی و از لحاظ گردآوری داده‌ها، همبستگی است. جامعه آماری مورد نظر دانشجویان دختر و پسر مشغول به تحصیل در سال 1399-1400 در شهر تهران و قم بودند که به دلیل شرایط کرونا و عدم امکان دسترسی حضوری به دانشجویان، 205 نفر به روش در دسترس انتخاب شدند. جهت سنجش متغیرهای تحقیق از پرسشنامه‌های تفکر انتقادی ریکتس (2003)، یادگیری خودراهبر چنگ و همکاران (2010) و خودکارآمدی تحصیلی مک ایلروی و بانتینگ (2001) استفاده و همچنین به‌منظور انجام مدل‌سازی معادلات سازی و تحلیل داده‌ها، نرم‌افزار SPSS 23  و AMOS 24  بکارگرفته شد.
یافته‌ها: نتایج پژوهش بیانگر این بودند که تفکر نقادانه و خودکارآمدی تحصیلی رابطه مثبت و معنادار با یکدیگر داشته، به‌گونه‌ای که تفکر نقادانه ۲۰ درصد از واریانس خودکارآمدی تحصیلی را پیش‌بینی کرده است.
نتیجه‌گیری: در افراد با خودراهبری بالا، رابطه تفکر نقادانه و خودکارآمدی تحصیلی معنادار است اما در افراد با خودراهبری پایین این رابطه معنادار نیست که نشانگر نقش تعدیل‌گر خودراهبری در رابطه تفکر نقادانه و خودراهبری می‌باشد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Relationship between Critical Thinking and Academic Self-Efficacy: The Moderating Role of Self-Directed Learning

نویسندگان [English]

  • Sara Heidary 1
  • Zahra Gheisari 2
  • Zahra Hahemi 3
1 PhD student in Educational Psychology, Faculty of Educational Sciences and Psychology, Al-Zahra University, Tehran, Iran
2 PhD student in Educational Psychology, Faculty of Educational Sciences and Psychology, Al-Zahra University, Tehran, Iran
3 Assistant professor in department of educational psychology, faculty of education and psychology, Alzahra University, Tehran, Iran
چکیده [English]

Objective: Self-directed learning is considered as one of the main components in adult learning in recent decades. This research aims to determine the moderating role of self-directed learning in the relationship between critical thinking and academic self-efficacy.
Methods: The method of the current research is practical in terms of purpose and correlational in terms of data collection. The intended statistical population of male and female students were studying in Tehran or Qom during 2018-2019 academic year, and due to the Corona virus pandemic, 205 people were selected using the convenience sampling. In order to measure research variables, Ricketts (2003) critical thinking questionnaires, Cheng et al.'s (2010) self-directed learning, and McIlroy and Bunting’s (2001) academic self-efficacy were used. SPSS 23 and AMOS 24 software were used to perform equation modeling and data analysis.
Results: The research results indicated that critical thinking and academic self-efficacy had a positive and meaningful relationship with each other, so that critical thinking predicted 20% of the variance of academic self-efficacy.
Conclusion: In people with high self-direction, the relationship between critical thinking and academic self-efficacy is significant, but in people with low self-direction, this relationship is not significant, which indicates the moderating role of self-direction in the relationship between critical thinking and self-direction.

کلیدواژه‌ها [English]

  • Critical Thinking
  • Academic Self-Efficacy
  • Self-Directed Learning
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