بررسی رابطه بین فعال‌سازی شناختی و راهبردهای شناختی در یادگیری با نقش میانجی خودکارآمدی تحصیلی و هیجان‌های پیشرفت در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکدۀ ادبیات و علوم انسانی، دانشگاه لرستان، خرم‌آباد، ایران

2 دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، دانشگاه لرستان، خرم‌آباد، ایران

3 دانشجوی دکتری روان‌شناسی بالینی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران

چکیده

هدف: در عصر حاضر، یکی از دغدغه‌های اصلی نظام‌های آموزشی دستیابی دانشجویان به یادگیری عمیق و معنادار است. در همین راستا، پژوهش حاضر با هدف بررسی رابطه بین فعال‌سازی شناختی و راهبردهای یادگیری شناختی با نقش میانجی‌گری خودکارآمدی تحصیلی و هیجان‌های پیشرفت انجام شد.
روش: پژوهش حاضر از نظر هدف بنیادی و از نظر نحوه گردآوری داده­ها، توصیفی از نوع همبستگی و به‌طور خاص از نوع مدل­یابی معادلات ساختاری بود. جامعه آماری پژوهش شامل کلیه دانشجویان دانشگاه لرستان در سال تحصیلی 1402-1401 به تعداد 4439 نفر بود که به‌صورت تصادفی خوشه‌ای مرحله­ای تعداد 400 نفر به‌عنوان حجم نمونه انتخاب شد. در پژوهش حاضر برای گردآوری اطلاعات از پرسشنامه‌های راهبردهای انگیزشی برای یادگیری پینتریچ و همکاران (1991)، فعال‌سازی شناختی فاوث و همکاران (2014)، خودکارآمدی تحصیلی پاتریک و همکاران (1997) و هیجان‌های پیشرفت پکران و همکاران (2005) استفاده شد. تحلیل داده‌ها با استفاده از روش مدل­یابی معادلات ساختاری و استفاده از نرم­افزارهای Spss-26 و Amos-24 انجام گرفت.
یافته‌ها: یافته­های پژوهش حاضر نشان داد که فعال‌سازی شناختی اثر مستقیم و معنی­داری بر راهبردهای شناختی در یادگیری دارد (0.01>P). همچنین، متغیرهای خودکارآمدی تحصیلی و هیجان­های پیشرفت نیز اثر مستقیم و معنی­داری بر راهبردهای شناختی در یادگیری دارند (0.01>P). علاوه بر این، فعال‌سازی شناختی به‌طور غیرمستقیم از طریق خودکارآمدی تحصیلی و هیجان‌های پیشرفت اثر معنی­داری بر راهبردهای شناختی در یادگیری دانشجویان دارد (0.05>P).

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Relationship between Cognitive Activation and Cognitive Learning Strategies with the Mediating Role of Academic Self-Efficacy and Achievement Emotions among Students

نویسندگان [English]

  • Ezatolah Ghadampour 1
  • Davud Kazemi Fard 2
  • Mahbobeh Golsanamlo 2
  • Mohammad Hataminezhad 3
1 Professor of Educational psychology, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
2 PhD. Student of Educational psychology, Department of Psychology, Faculty of Literature and Humanities, University of Lorestan, Khorramabad. Iran
3 PhD Student in Clinical Psychology, Department of Psychology, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran
چکیده [English]

Objective: In today's era, one of the main concerns of educational systems is students' achievement of deep and meaningful learning. In this regard, this research was conducted with the aim of investigating the relationship between the cognitive activation and cognitive learning strategies with the role of mediating of Academic Self-Efficacy and achievement emotions among students.
Methods: In terms of its fundamental objective and in terms of the data collection method, the present study was a descriptive correlational study, specifically a structural equation modeling study. The statistical population of the study included all students of Lorestan University in the academic year 2022-2023, totaling 4439 people, of whom 400 people were selected as the sample size through a random cluster phased approach. In the present study, the questionnaires of motivational strategies for learning by Pintrich et al. (1991), cognitive activation by Fawth et al. (2014), academic self-efficacy by Patrick et al. (1997), and emotions of achievement by Pekran et al. (2005) were used to collect information. Data analysis was performed using structural equation modeling and using Spss-26 and Amos-24 software.
Results: The findings of the present study showed that cognitive activation has a direct and significant effect on cognitive strategies in learning (P<0.01). Also, the variables of academic self-efficacy and emotions of achievement also have a direct and significant effect on cognitive strategies in learning (P<0.01). In addition, cognitive activation indirectly through academic self-efficacy and emotions of achievement has a significant effect on cognitive strategies in students' learning (P<0.05).
Conclusions: Based on the findings of the present study, it can be concluded that by applying cognitive activation through academic self-efficacy and emotions of achievement in educational environments, cognitive strategies among students' learning can be improved.

کلیدواژه‌ها [English]

  • Cognitive Learning Strategies
  • Cognitive Activation
  • Academic Self-Efficacy
  • Achievement Emotions

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راهبردهای شناختی در یادگیری
دوره 12، شماره 23
پاییز و زمستان 1403
بهمن 1403
صفحه 95-113

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