نقش خودتنظیمی در برداشت دانشآموزان از سبکهای تدریس (غیر)انگیزشبخش در دوره متوسطه دوم
محورهای موضوعی : روانشناسی تربیتی
معصومه محمدی
1
,
حمیدرضا حسنآبادی
2
*
,
مهدی عرب زاده
3
,
جواد کاووسیان
4
1 - دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران
2 - دانشیار روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران
3 - استادیار روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران
4 - 4 استادیار روانشناسی تربیتی، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران
کلید واژه: خودتنظیمی, سبکهای تدریس انگیزشبخش, سبکهای تدریس غیرانگیزشبخش, نظریه خودتعیینگری.,
چکیده مقاله :
این پژوهش با هدف بررسی نقش خودتنظیمی در ادراک دانشآموزان از سبکهای تدریس انگیزشبخش (حامی خودمختاری و ساختار) و غیرانگیزشبخش (کنترل و هرجومرج)، با تکیه بر چارچوب نظریه خودتعیینگری انجام شد. جامعه آماری شامل دانشآموزان دبیرستانی شهر تهران بود که از میان آنها، ۸۰۰ نفر (۴۹۰ دختر و ۳۱۰ پسر) در دامنه سنی ۱۶ تا ۱۸ سال، با روش نمونهگیری خوشهای چند مرحلهای انتخاب شدند تا تنوع جنسیتی و تحصیلی در نمونه رعایت شود. ابزارهای گردآوری دادهها پرسشنامه موقعیتهای مدرسه (آلترمن[1] و همکاران، 2019) و پرسشنامه خودتنظیمی دانشآموز (گومز[2] و همکاران، 2019) بودند. پژوهش حاضر با روش توصیفی_همبستگی و رویکرد کمی اجرا شد. دادهها با استفاده از ضریب همبستگی پیرسون و مدل خطی عمومی تحلیل شدند. نتایج نشان داد که خودتنظیمی با ادراک سبکهای تدریس انگیزشبخش رابطه مثبت و معنادار، و با سبکهای غیرانگیزش بخش رابطه منفی و معنادار دارد. همچنین، تحلیل مدل خطی عمومی آشکار ساخت که خودتنظیمی توان پیشبینی معناداری در تبیین ادراک دانشآموزان از سبکهای تدریس دارد. این یافتهها با مطالعات اخیر همسو بوده و نشان میدهد که تقویت راهبردهای خودتنظیمی در کنار بهکارگیری سبکهای تدریس انگیزشبخش میتواند نقش تعیینکنندهای در ارتقای انگیزش و عملکرد تحصیلی دانشآموزان ایفا کند. در پایان، محدودیتهای پژوهش و پیشنهادهایی برای تحقیقات آتی ارائه شد.
This study aimed to examine the role of self-regulation in students’ perceptions of motivating teaching styles (autonomy-support and structure) and demotivating teaching styles (control and chaos), based on the framework of Self-Determination Theory. The statistical population consisted of high school students in Tehran, Iran. A total of 800 students (490 girls and 310 boys), aged 16 to 18, were selected through multi-stage cluster sampling to ensure demographic and academic diversity. Data were collected using the School Situations Questionnaire (Alterman et al., 2019) and the Academic Self-Regulation Questionnaire (Gomez et al., 2019). The study employed a descriptive–correlational design with a quantitative approach. Data were analyzed using Pearson’s correlation coefficient and General Linear Modeling (GLM). The results revealed that self-regulation was positively and significantly related to perceptions of motivating teaching styles, and negatively and significantly related to perceptions of demotivating teaching styles. Moreover, GLM analyses indicated that self-regulation significantly predicted students’ perceptions of teaching styles. These findings are consistent with recent studies and highlight that strengthening students’ self-regulation strategies, alongside the implementation of motivating teaching styles, plays a critical role in enhancing students’ intrinsic motivation, engagement, and academic performance. Finally, the study outlines its limitations and offers directions for future research.
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