نقش میانجیگری خودکارآمدی در ارتباط بین مهارت حل مسئله و هوش فرهنگی
محورهای موضوعی : آموزش و پرورش
فاطمه محزون زاده بوشهری
1
(دانش‌آموخته دکتری برنامه‌ریزی درسی.)
کلید واژه: خودکارآمدی تحصیلی, مهارت حل مسئله, هوش فرهنگی,
چکیده مقاله :
این پژوهش با هدف بررسی ارتباط مهارت حل مسئله با خودکارآمدی و هوش فرهنگی در دانشجویان با رویکرد توصیفی از نوع همبستگی اجرا شده است. جامعه آماری شامل تمامی دانشجویان شهر دوشنبه بود که با توجه به نمونه‌گیری خوشه‌ای چندمرحله‌ای دانشجویان دانشکده زبان شناسی به‌عنوان نمونه آماری انتخاب شدند. ابزار پژوهش شامل سه پرسش نامه استاندارد مهارت حل مسئله ( Heppner & petersun,1982)، هوش فرهنگی ( Early & Ang,2004) و خودکارآمدی تحصیلی (Une & Feranmen,1998) بود. پایایی پرسش نامه‌ها از راه محاسبه ضریب آلفای کرونباخ به ترتیب 86/0، 85/0 و 90/0 بدست آمد. روش تحلیل داده‌ها مدل معادله های ساختاری بود. نتایج نشان دادند که مهارت حل مسئله و خودکارآمدی پیش‌بینی کننده معنی‌داری برای هوش فرهنگی بود، هم چنین، مهارت حل مسئله با واسطه‌گری خودکارآمدی در هوش فرهنگی نقش داشته است. محاسبه اثر مسیرهای ساختاری حاکی از آن بود که مهارت حل مسئله به گونه مستقیم 53/0 و غیرمستقیم 10/0 و در کل 63/0 در هوش فرهنگی نقش داشته است، نقش خودکارآمدی بر هوش فرهنگی به گونه مستقیم 23/0 بود. هم چنین، نقش حل مسئله به گونه مستقیم در خودکارآمدی 42/0 بود. مقدار واریانس تبیین شده نشان داد که 17 درصد واریانس خودکارآمدی با مهارت حل مسئله و 44 درصد واریانس هوش فرهنگی با مهارت حل مسئله و خودکارآمدی قابل تبیین است.
The aim of this research was to investigate the relationship between problem-solving skill and self-efficacy and cultural-intelligence of university students with descriptive correlational approach. The research population was all Dushanbe students and according to the multistage cluster sampling, students of the linguistics college were selected for the sample size. Research tools included standard questionnaires problem solving skills by Heppner and Peterson (1982), Cultural Intelligence Ong (2004) and Academic self- efficacy Own and Furman (1988). The reliability of the questionnaires was assessed through Cronbach's alpha coefficient, that vary from. 0/86,. 0/85 and 0/90 respectively. The data analysis method was structural equations. The results showed that problem-solving skills and self-efficacy were a significant predictor for cultural intelligence. Moreover, the problem solving skills, mediated through self-efficacy had effects on cultural intelligence. The assessed effect of structural paths showed that problem-solving skill had directly affect (0/53) and indirectly (0/10) and in general (0/63) on cultural intelligence. The role of self-efficacy on cultural intelligence was directly 0/23. and also the role of problem-solving in self-efficacy was 0/42 directly. The amount of specified variance showed that 17% of self-efficacy variance is specifiable by problem-solving skill and 44% of cultural intelligence variance is specifiable by problem-solving skill and self-efficacy.
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