رابطه برنامه درسی پنهان با تحلیل رفتگی آموزشی دانشجویان دانشگاه بوعلی سینا همدان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
صدف ایمانی
1
(
1و 4 و 5 کارشناس ارشد روانشناسی تربیتی. دانشگاه بوعلی سینا، همدان، ایران
)
ابوالقاسم یعقوبی
2
(
2و 3 دانشیار رشته روانشناسی، دانشگاه بو علی سینا، همدان، ایران
)
کلید واژه: دانشجویان, تحلیل رفتگی آموزشی, برنامه درسی پنهان,
چکیده مقاله :
هدف از انجام این پژوهش بررسی رابطه بین برنامه درسی پنهان با تحلیل رفتگی آموزشی دانشجویان دانشگاه بوعلی سینا همدان بود. روش پژوهشی مورد استفاد از نوع توصیفی ـ همبستگی بود. جامعه آماری پژوهش را کلیه دانشجویان مقطع کارشناسی سال آخر به تعداد 1359 نفر که در سال تحصیلی 1392-1391 مشغول به تحصیل بودند که از این تعداد طبق جدول نمونه‌گیری مورگان حجم نمونه 302 نفری به روش نمونه‌گیری تصادفی طبقه ای از میان دانشکده‌های دانشگاه انتخاب، و اطلاعات با استفاده از پرسشنامه‌های تحقیق گردآوری شدند. به منظور تجزیه و تحلیل داده ها در تمامی فرضیه‌ها از ضریب همبستگی پیرسون و رگرسیون چند متغیره استفاده شد. نتایج نشان داد که بین برنامه درسی پنهان و تحلیل رفتگی آموزشی دانشجویان رابطه معناداری منفی وجود دارد. همچنین بین برنامه درسی پنهان و ابعاد تحلیل رفتگی آموزشی (خستگی هیجانی، بدبینی و ناکارآمدی) دانشجویان دانشگاه بوعلی سینا همدان رابطه معناداری منفی وجود دارد.
Focusing on the students of Bu-Ali Sina University in Hamedan, this study was carried out to investigate about the relationship between hidden curriculum and students' instructional burnout. The method used was of a descriptive –correlation type. 1359 senior students studying in the academic year 1391-1392 were selected as the statistical population. Based on Morgan table of sampling, 302 participants, as the statistical sample, were selected through stratified random sampling. Data using a questionnaire were collected, then. In order to analyze the data, once taking all the hypotheses into account, Pearson Correlation and Multivariate regression were used. The findings showed that between hidden curriculum and students' instructional burnout, there was a negative significant relationship. Also, such a negative relationship was found between hidden curriculums and different dimensions of instructional burnout (emotional exhaustion, pessimism, inefficiency)
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