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نقش میانجیگر هیجانات پیشرفت در رابطه باورهای خودکارآمدی تحصیلی و رویکردهای یادگیری | ||
راهبردهای شناختی در یادگیری | ||
مقاله 6، دوره 2، شماره 3، اسفند 1393، صفحه 73-92 اصل مقاله (575.93 K) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسندگان | ||
زهرا فاتحی پیکانی* 1؛ امید شکری* 2 | ||
1کارشناس ارشد روان شناسی تربیتی | ||
2عضو هیات علمی دانشگاه شهید بهشتی | ||
چکیده | ||
هدف: پژوهش حاضر با هدف آزمون نقش میانجیگر هیجانات پیشرفت در رابطة باورهای خودکارآمدی تحصیلی و رویکردهای یادگیری انجام شد روش: 300 دانشجو دختر به مقیاس هیجانهای مربوط به یادگیری (پکران، گوئتز و پری، 2005)، پرسشنامه باورهای خودکارآمدی تحصیلی (زاژاکوا، لینچ و اسپنشادا، 2005) و نسخة تجدید نظر شدة دو عاملی پرسشنامة فرایند مطالعه (بیگز، کمبر و لئونگ، 2001) پاسخ دادند. در مطالعه حاضر، به منظور آزمون روابط ساختاری بین باورهای خودکارآمدی تحصیلی، هیجانات پیشرفت و رویکردهای یادگیری عمیق و سطحی از روش آماری مدلیابی معادلات ساختاری استفاده شد. یافتهها: نتایج نشان داد که در نمونة دانشجویان ایرانی، الگوی مفروض واسطهمندی هیجانات پیشرفت مثبت و منفی در رابطه بین باورهای خودکارآمدی تحصیلی و رویکردهای یادگیری عمیق و سطحی با دادهها برازش مطلوبی داشت. علاوه بر این، نتایج نشان داد که در هر دو مدل واسطهمندی هیجانات پیشرفت مثبت و منفی، تمامی وزن-های رگرسیونی از لحاظ آماری معنادار بودند و در مدل واسطهمندی هیجانات مثبت به ترتیب 48 و 18 درصد از پراکندگی رویکردهای یادگیری عمیق و سطحی و در مدل واسطهمندی هیجانات منفی به ترتیب 19 و 24 درصد پراکندگی رویکردهای یادگیری عمیق و سطحی تبیین شد. نتیجهگیری: نتایج پژوهش حاضر نشان میدهد که بخشی از تمایز در استفاده از رویکردهای عمیق و سطحی در مواجهه با مطالبات زندگی تحصیلی در بافت پیشبینی این انتخابها به کمک باورهای خودکارآمدی تحصیلی، از طریق تفاوت در سطح هیجانات پیشرفت مثبت و منفی قابل تبیین است. | ||
کلیدواژهها | ||
باورهای خودکارآمدی تحصیلی؛ هیجانات پیشرفت؛ رویکردهای یادگیری؛ نظریة خودکارآمدی؛ نظریة کنترل ـ ارزش هیجانات پیشرفت | ||
مراجع | ||
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