رابطه ویژگی‌های شخصیتی و راهبردهای فراشناختی با خودکارآمدی رایانه‌ای در دانشجو ـ معلمان
محورهای موضوعی :
مدیریت آموزشی
فریده حمیدی
1
(دانشیار گروه علوم تربیتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران)
مهین شیرزاد اسکی
2
(کارشناس ارشد روان‌شناسی تربیتی، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران)
تاریخ دریافت : 1394/09/17
تاریخ پذیرش : 1395/01/18
تاریخ انتشار : 1395/05/01
کلید واژه:
ویژگی‌های شخصیتی,
خودکارآمدی رایانه‌ای,
راهبردهای فراشناختی,
چکیده مقاله :
پژوهش حاضر با هدف تعیین رابطه ویژگی‌های شخصیتی و راهبردهای فراشناختی دانشجو- معلمان با خودکارآمدی رایانه‌ای آنان در سال 1394 انجام شد. روش پژوهش، توصیفی و از نوع همبستگی است. جامعه آماری، شامل 953 دانشجو- معلم کارشناسی ناپیوسته دانشگاه تربیت دبیر شهید رجایی بود. از میان آنها، 280 نفر به صورت تصادفی طبقه‎ای با توجه به رشته تحصیلی شامل رشته‌های مطالعات اجتماعی، ادبیات فارسی، ریاضیات، ادبیات عرب، امور تربیتی و ادبیات زبان انگلیسی، انتخاب شدند. ابزار گردآوری داده‌ها، شامل پرسش‌نامه‌های خودکارآمدی رایانه مورفی، ویژگی‌های شخصیتی نئو و فراشناخت حالتی اونیل و عابدی بود. تجزیه و تحلیل داده‌ها با استفاده از آمار توصیفی و آمار استنباطی، شامل رگرسیون چند‌گانه انجام شد. نتایج رگرسیون هم‌زمان حاکی از آن بود که روان‌رنجوری و موافق بودن رابطه منفی و گشودگی به تجربه رابطه مثبت با خودکارآمدی رایانه‌ای دارند. نتایج تحلیل رگرسیون نشان داد که ویژگی گشودگی به تجربه رابطه مثبت با خودکارآمدی رایانه‌ای دارد. هم‌چنین، راهبرد شناختی با خودکارآمدی رایانه‌ای رابطه مثبت دارد.
چکیده انگلیسی:
This study aimed to determine the relationship between personality characteristics and metacognitive strategies of student-teachers with their computer self-efficacy in 2015. The study was descriptive and correlational. The statistical population, including 953 student-teachers was discontinuous Bachelor's degree in Shahid Rajaee Teacher Training University. Among them, 280 were selected by Stratified random sampling according to their field of study, including the areas of social studies, Persian literature, mathematics, Arabic literature, educational affairs and English literature. Data collection instrument included Murphy computer self-efficacy, NEO Personality Characteristics Inventory and O'Neill-Abedi metacognitive questionnaire. Data were analyzed using descriptive statistics and inferential statistics, including multiple regression. Results of enter regression showed that neuroticism and agreeableness has negative relationship with self-efficacy and openness to experience has positive relationship with computer self-efficacy. Regression analysis results showed that the openness to experience has positive relationship with computer self-efficacy. Also, cognitive strategy has a positive relationship with computer self-efficacy.
منابع و مأخذ:
Batteson,T .J., Tormey, R., & Ritchie, T. D. (2014). Approaches to learning, metacognition and personality: An exploratory and confirmatory factor analysis. Social and Behavioral Sciences, 116, 2561-2567.
Doskovic, M., Djigic, G., & Stojiljkovic, S. (2013). Basic personality dimensions and teachers self-efficacy. Procedia-social and Behavioral Sciences, 112, 593-602.
Fathi, F., Haji Yakhchali, A. R., & Morrovati, Z. (2014). The causal relationship between personality traits and intelligence beliefs with academic performance, academic self-efficacy mediated by female students' achievement goals in Khorramabad. Journal of Education and Psychological Achievements of Shahid Chamran University, 1, 55-78. (in Persian).
Ferguson, E., & Patterson, F. (1998). The five factor model of personality: Openness a distinct but related construct. Personality and Individual Differences, 12, 773-790.
Gharabakhi, H., Amir Timuri, M. H., & Maghami, H. R. (2011). The relationship between creativity and computer self-efficacy undergraduate degree in educational technology. Faculty of Psychology and Educational Sciences of Allameh Tabatabai University. Initiative and Creativity in the Humanities, 1(2), 151-178. (in Persian).
GholamAli Lavassani, M. (2002). Investigate the relationship between a person with anxiety computers undergraduate students of Tehran University. Psychology and Educational Sciences, 109-133. (in Persian).
Ghonsooly, B., Khajavy, G. H., & Mohaghegh Mahjoobi, F. (2014). Self-efficacy and metacognition as predictors of Iranian Teacher Trainees Academic Performance: A Path Analysis Approach. Social andBehavioralSciences, 98, 590-598. (in Persian).
Hartman, H. (2001). Metacognition in learning and instruction. Dordrecht Netherlands: Kluwer.
Kadivar, P. (2012). The psychology of learning (Fifth Edition). Qom: SAMT Press. (in Persian).
Kafaee Kiwi, M. (2012). The relationship between personality characteristics of successful with unsuccessful efficacy in the elderly. Master's Thesis, Faculty of Psychology and Educational Sciences of Allameh Tabatabai University. (in Persian).
Kanani, K. (2006). Normative data and validity and reliability of the five factors of personality and psychological profile using the questionnaire accident. Master's Thesis. Faculty of Psychology and Educational Sciences, Islamic Azad University of Khorasgan. (in Persian).
Khorrami-Arani, O. (2001). Researching computer self efficacy. International Educational Journal, 2(4), 17-25.
Kutluca, T., & Gukkurt, B. (2013). Examining secondary school students perception of computer self-efficacy in terms of gender and class level variables. Procedia-Social and Behavioral Sciences, 106, 1175-1180.
Masnavi, A. (2009). The relationship between computer experience with computer self-efficacy in students of Tarbiat Moallem University of Tehran. Master's Thesis, Faculty of Psychology and Educational Sciences Teacher Training University. (in Persian).
McCrae R. R., & Costa P. T. (1996). Toward a new generation of personality theories: Theoretical contexts for the five-factor model. In: J.S. Wiggins (Ed.), The five-factor model of personality: Theoretical perspectives. New York: Guilford, 51-87.
McCrae R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 81-90.
McCrae R. R., & Costa, P. T. (2004). A contemplated revision of the NEO five-factor inventory. Personality and Individual Differences, 36(3), 587-596.
Nasrollahian, M., Shabani, S., & Ahmadi Ghatab, T. (2013). Studding the effects of teaching cognitive and metacognitive strategies on self-efficacy and goal-selecting of orphan girl students. Social and Behavioral Sciences, 84, 1716-1721.
O'Neil, H. F., & Abedi,J.)1996(. Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. CRESST/University of California, Los Angeles.
Qomi, M. (2008). The relationship between Gardner's multiple intelligences with anxiety and computer self-efficacy among students. Master's Thesis, Faculty of Psychology and Educational Sciences of Allameh Tabatabai University. (in Persian).
Saeid, N., & Mehrabi, M. (2013). Effectiveness of Teaching Cognitive and Metacognitive Strategies on Strengthen their, Student Self-Directed Learning Readiness and Self Efficacy. Media, 4(3), 29-39. (in Persian).
Sahin, C., & Cavus, S., & Gungoren, S. (2014). Examining usage trends of computer support of the prospective primary school teachers in the science education based on the 5E model. Social and Behavioral Sciences, 116, 1913-1918.
Saleem, H., Beaudry, A., & Croteau, A. M. (2011). Antecedents of computer self-efficacy: A study of the role of personality traits and gender. Computer in Human Behavior, 27(5), 1922-1936.
Tavakkoli, M. (2008 ). The relationship between self-regulated learning strategies (PA) with achievement motivation and self Computer Science. Master's Thesis, Faculty of Humanities, University of Arak. (in Persian).
Torkzadeh, G. R., Cha-Jan Chang, J., & Demirhan, D. (2006). A contingency model of computer and Internet self-efficacy. Information and Management, 43(4), 541-550.
Zimmerman, J. B., & Bandura, A. (1989). Self-regulated learning and academic achivement: Theory, research, and practice. New York :Springer-Verlag.
_||_
Batteson,T .J., Tormey, R., & Ritchie, T. D. (2014). Approaches to learning, metacognition and personality: An exploratory and confirmatory factor analysis. Social and Behavioral Sciences, 116, 2561-2567.
Doskovic, M., Djigic, G., & Stojiljkovic, S. (2013). Basic personality dimensions and teachers self-efficacy. Procedia-social and Behavioral Sciences, 112, 593-602.
Fathi, F., Haji Yakhchali, A. R., & Morrovati, Z. (2014). The causal relationship between personality traits and intelligence beliefs with academic performance, academic self-efficacy mediated by female students' achievement goals in Khorramabad. Journal of Education and Psychological Achievements of Shahid Chamran University, 1, 55-78. (in Persian).
Ferguson, E., & Patterson, F. (1998). The five factor model of personality: Openness a distinct but related construct. Personality and Individual Differences, 12, 773-790.
Gharabakhi, H., Amir Timuri, M. H., & Maghami, H. R. (2011). The relationship between creativity and computer self-efficacy undergraduate degree in educational technology. Faculty of Psychology and Educational Sciences of Allameh Tabatabai University. Initiative and Creativity in the Humanities, 1(2), 151-178. (in Persian).
GholamAli Lavassani, M. (2002). Investigate the relationship between a person with anxiety computers undergraduate students of Tehran University. Psychology and Educational Sciences, 109-133. (in Persian).
Ghonsooly, B., Khajavy, G. H., & Mohaghegh Mahjoobi, F. (2014). Self-efficacy and metacognition as predictors of Iranian Teacher Trainees Academic Performance: A Path Analysis Approach. Social andBehavioralSciences, 98, 590-598. (in Persian).
Hartman, H. (2001). Metacognition in learning and instruction. Dordrecht Netherlands: Kluwer.
Kadivar, P. (2012). The psychology of learning (Fifth Edition). Qom: SAMT Press. (in Persian).
Kafaee Kiwi, M. (2012). The relationship between personality characteristics of successful with unsuccessful efficacy in the elderly. Master's Thesis, Faculty of Psychology and Educational Sciences of Allameh Tabatabai University. (in Persian).
Kanani, K. (2006). Normative data and validity and reliability of the five factors of personality and psychological profile using the questionnaire accident. Master's Thesis. Faculty of Psychology and Educational Sciences, Islamic Azad University of Khorasgan. (in Persian).
Khorrami-Arani, O. (2001). Researching computer self efficacy. International Educational Journal, 2(4), 17-25.
Kutluca, T., & Gukkurt, B. (2013). Examining secondary school students perception of computer self-efficacy in terms of gender and class level variables. Procedia-Social and Behavioral Sciences, 106, 1175-1180.
Masnavi, A. (2009). The relationship between computer experience with computer self-efficacy in students of Tarbiat Moallem University of Tehran. Master's Thesis, Faculty of Psychology and Educational Sciences Teacher Training University. (in Persian).
McCrae R. R., & Costa P. T. (1996). Toward a new generation of personality theories: Theoretical contexts for the five-factor model. In: J.S. Wiggins (Ed.), The five-factor model of personality: Theoretical perspectives. New York: Guilford, 51-87.
McCrae R. R., & Costa, P. T. (1987). Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52, 81-90.
McCrae R. R., & Costa, P. T. (2004). A contemplated revision of the NEO five-factor inventory. Personality and Individual Differences, 36(3), 587-596.
Nasrollahian, M., Shabani, S., & Ahmadi Ghatab, T. (2013). Studding the effects of teaching cognitive and metacognitive strategies on self-efficacy and goal-selecting of orphan girl students. Social and Behavioral Sciences, 84, 1716-1721.
O'Neil, H. F., & Abedi,J.)1996(. Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. CRESST/University of California, Los Angeles.
Qomi, M. (2008). The relationship between Gardner's multiple intelligences with anxiety and computer self-efficacy among students. Master's Thesis, Faculty of Psychology and Educational Sciences of Allameh Tabatabai University. (in Persian).
Saeid, N., & Mehrabi, M. (2013). Effectiveness of Teaching Cognitive and Metacognitive Strategies on Strengthen their, Student Self-Directed Learning Readiness and Self Efficacy. Media, 4(3), 29-39. (in Persian).
Sahin, C., & Cavus, S., & Gungoren, S. (2014). Examining usage trends of computer support of the prospective primary school teachers in the science education based on the 5E model. Social and Behavioral Sciences, 116, 1913-1918.
Saleem, H., Beaudry, A., & Croteau, A. M. (2011). Antecedents of computer self-efficacy: A study of the role of personality traits and gender. Computer in Human Behavior, 27(5), 1922-1936.
Tavakkoli, M. (2008 ). The relationship between self-regulated learning strategies (PA) with achievement motivation and self Computer Science. Master's Thesis, Faculty of Humanities, University of Arak. (in Persian).
Torkzadeh, G. R., Cha-Jan Chang, J., & Demirhan, D. (2006). A contingency model of computer and Internet self-efficacy. Information and Management, 43(4), 541-550.
Zimmerman, J. B., & Bandura, A. (1989). Self-regulated learning and academic achivement: Theory, research, and practice. New York :Springer-Verlag.
