بررسی رابطه مدیریت سواد رسانه ای با هیجان تحصیلی و خلاقیت شناختی دانشجویان در فضای مجازی
محورهای موضوعی : آموزش مجازینرگس میرانی سرگزی 1 , محمدصادق بشارت نیا 2 , مهتاب عسکری 3 , ابوالفضل طاهری 4
1 - دانشجوی دکتری مدیریت آموزشی، گروه مدیریت، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
2 - دانشجوی دکتری برنامه ریزی درسی، گروه مدیریت، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
3 - کارشناسی ارشد تکنولوژی آموزشی،دانشکده روانشناسی و علوم تربیتی،دانشگاه اصفهان،اصفهان،ایران
4 - دانشجوی دکترای تخصصی، گروه کتابداری و اطلاع رسانی پزشکی، دانشکده مدیریت و اطلاع رسانی پزشکی، دانشگاه علوم پزشکی اصفهان، ایران
کلید واژه: فضای مجازی, خلاقیت شناختی, سوادرسانه ای, هیجان تحصیلی, محیط های سایبری,
چکیده مقاله :
هدف از انجام بررسی رابطه مدیریت سواد رسانه ای با هیجان تحصیلی و خلاقیت شناختی دانشجویان دانشگاه شیراز در محیط های سایبری می باشد.روش پژوهش از نظر هدف و ماهیت،کاربردی و از نظر گردآوری داده‌ها،توصیفی از نوع همبستگی بوده است.جامعه آماری پژوهش را کلیه دانشجویان دانشگاه شیراز(19300=N ) تشکیل می-دهند.نمونه با استفاده از روش نمونه گیری تصادفی-خوشه ای و فرمول کوکران تعداد 151 نفر تعیین شد. برای جمع آوری داده ها از سه پرسشنامه استاندارد خلاقیت عابدی،سوادرسانه ای فلسفی و همکاران و هیجان تحصیلی پکران و همکاران استفاده شد.داده های به دست آمده،با استفاده از آمار توصیفی وضریب همبستگی پیرسون و رگرسیون چندگانه استاندارد در نرم افزار spss تحلیل شد.نتایج حاصل ازپژوهش حاکی ازآن است که رابطه مدیریت سواد رسانه ای باخلاقیت شناختی و تمامی مولفه های آن مثبت و معنادار می باشد با این حال یافته ها حاکی از آن است که بین مدیریت سواد رسانه ای و هیجان تحصیلی؛ و بین هیجان تحصیلی و خلاقیت شناختی و تمامی مولفه های آن رابطه معکوس(منفی) و معناداری وجود دارد. تاثیر مدیریت سواد رسانه ای بر هر چهار مولفه خلاقیت شناختی مثبت و معنادار می باشد و تاثیر هیجان تحصیلی بر هر چهار مولفه خلاقیت شناختی معکوس(منفی) و معنادار می باشد.
The purpose of this study was to investigate the relationship between media literacy management with educational excitement and cognitive creativity of students of Shiraz University in cyber environments.The research method was applied in terms of purpose and nature and the data was descriptive correlational. The statistical population consisted of all students of Shiraz University (N = 19300).Samples were selected using random cluster sampling and Cochran formula.Data were collected using three standard questionnaires of Abedi Creativity, Philosophical Literacy, et al. And educational excitement of Pekaran et al.Data were analyzed using descriptive statistics,Pearson correlation coefficient and multiple standard regression.The results of the research indicate that the relationship between media literacy management with cognitive creativity and all its components is positive and significant, however,the findings indicate that between media literacy management and academic excitement; and between academic excitement And there is an inverse (meaningful) negative relationship between cognitive creativity and all its components.
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