رابطه ادراک از محیط یادگیری و سرزندگی تحصیلی با نقش واسطه‌ای شناخت، فراشناخت، انگیزه پیشرفت و خودکارآمدی در دانشجویان

نوع مقاله: مقاله علمی - پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی دانشگاه حکیم سبزواری

2 دانشجوی دکتری مدیریت آموزشی دانشگاه علامه طباطبائی

چکیده

هدف: هدف پژوهش حاضر امکان پیش‌بینی سرزندگی تحصیلی دانشجویان براساس ادراک آن‌ها از محیط یادگیری با بررسی نقش واسطه‌ای شناخت، فراشناخت، انگیزه پیشرفت و خودکارآمدی بود.
روش: روش پژوهش از نوع همبستگی و شرکت‌کنندگان در پژوهش شامل 320 نفر از دانشجویان دانشگاه علامه طباطبایی تهران بودند که به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای تصادفی، انتخاب شدند. پرسشنامه­های سرزندگی تحصیلی مارتین و مارش (2006)، مقیاس اندازه­گیری محیط آموزشی داندی (1997)، مقیاس شناخت و فراشناخت مک اینری و داوسون (2004)، مقیاس انگیزه پیشرفت (T.M.A) هرمنس (1970) و مقیاس خودکارآمدی شرر و همکاران (1982) مورد استفاده قرار گرفتند. ویژگی‌های روان‌سنجی ابزارها اعم از پایایی و روایی بررسی شد و کفایت ابزارهای جمع‌آوری اطلاعات در حد مطلوب بود.
یافته­ها: به‌طورکلی نتایج تحلیل‌های آماری نشان داد که ضریب استاندارد شده مسیر اثرات مستقیم ادراک از محیط یادگیری بر شناخت، فراشناخت، خودکارآمدی و انگیزه پیشرفت در سطح 99 درصد اطمینان و اثرات مستقیم شناخت، فراشناخت، خودکارآمدی و انگیزه پیشرفت بر سرزندگی تحصیلی نیز معنادار بوده است. همچنین اندازه اثرات غیرمستقیم ادراک از محیط یادگیری بر سرزندگی تحصیلی از طریق متغیر میانجی شناخت، فراشناخت، خودکارآمدی و انگیزه پیشرفت در سطح 95 درصد اطمینان، معنادار بوده است.
نتیجه­گیری: به‌طورکلی یافته­ها، تأثیر ادراک از محیط یادگیری در ارتقای شناخت، فراشناخت، انگیزه پیشرفت و خودکارآمدی دانشجویان، جهت نیل به سرزندگی تحصیلی را نشان می­دهد.

کلیدواژه‌ها


عنوان مقاله [English]

The Relationship between the Perception of Learning Environment and Academic Buoyancyt through Mediating cognition, metacognition, achievement motive and self-efficacy among students

نویسندگان [English]

  • fatemeh bahrami 1
  • morteza badri 2
1 Departman of education sciences-faculty of humanity sciences-hakimsabzevari univercity-sabzevar-iran
2 phD student of Education Adminstration, Allameh Tabatabyi University,Tehran, Iran
چکیده [English]

Purpose: The purpose of this study is possibility of predicting the Academic Buoyancy of students based on their perceptions of the learning environment by examining the mediating role of cognitive, metacognitive, motivation and academic self-efficacy.
 Method: Research method is a correlation and the participants included 320 students of Allameh Tabatabai University in Tehran that were selected by random cluster sampling. Academic Buoyancy Martin & Marsh(2006), Dundee Ready Educational Environment Measure (DREEM, 1997) cognitive & metacognitive, Dowson & Mcinerney(2004) achievement motive Hermans (1970) and self-efficacy Sherer and el(1982) questionnaires were used. Psychometric assessment characteristics such as reliability and validity were evaluated and the adequacy of data collection tool was desirable. In general results of statistical analysis showed that the standardized coefficient of the direct effects perceptions of the learning environment on cognitive, metacognitive, motivation and academic self-efficacy for 99% confidence level and direct effects perceptions of the learning environment, cognitive, metacognitive, motivation and academic self-efficacy on Academic Buoyancy The 95% confidence level were significant.
Conclusion: Generally, the findings show the role of perception from the learning environment in promoting cognition, metacognition, achievement motive and self-efficacy in order to achieve Academic Buoyancyt.
 

کلیدواژه‌ها [English]

  • Academic buoyancy
  • perceptions of the learning environment
  • cognitive
  • metacognitive
  • achievement motive and self-efficacy

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