نقش ویژگی‌های بازخورد مؤثر بر انگیزش دانشجویان در یادگیری
محورهای موضوعی : پژوهش در برنامه ریزی درسی
حسین سماواتیان
1
(ستادیار گروه روان‌شناسی دانشگاه اصفهان، اصفهان، ایران)
حمزه کاظمی مهیاری
2
(کارشناس ارشد مدیریت MBA، مربی مؤسسه جهاد دانشگاهی خوزستان، اهواز)
کلید واژه: انگیزش, یادگیری, بازخورد, بازخورد مؤثر,
چکیده مقاله :
هدف پژوهش حاضر تعیین تأثیر ویژگی‌های بازخورد مؤثر بر انگیزش دانشجویان در یادگیری بوده است. این پژوهش از لحاظ هدف کاربردی و از نظر ماهیت و روش توصیفی- پیمایشی از نوع همبستگی و مطالعه میدانی می‌باشد. جامعه آماری این پژوهش شامل 4435 نفر از دانشجویان جهاد دانشگاهی اهواز در سال تحصیلی 92-91 بوده است. حجم نمونه با استفاده از فرمول تعیین حجم نمونه برای جوامع محدود 153 مورد تعیین و نمونه‌‌گیری به روش تصادفی طبقه‌ای انجام شد. به منظور توصیف داده‌ها از شاخص‌های آمار توصیفی (میانگین، انحراف معیار، فراوانی و درصدها) و برای آزمون فرضیه‌های پژوهش از مدل‌سازی معادلات ساختاری استفاده گردید. نتایج آزمون مدل با استفاده از شاخص‌هایCMIN/DF ، RMSEA،GFI ،AGFI ، NNFI(TLI)، NFI، CFI و IFI نشان داد که مدل برازش مناسبی با داده‌ها دارد. نتایج نشان دادند از دید دانشجویان سه ویژگی نوع، زمان‌بندی و ساختار بازخوردی که دریافت کرده‌اند از طریق تأثیر بر عوامل انگیزشی یادگیری، بر انگیزه دانشجویان برای یادگیری تأثیر داشته و در این میان زمان‎بندی بیشترین تأثیر را داشته است. همچنین از میان ویژگی‌های سه‌گانه بازخورد مؤثر تنها زمان‌بندی بازخورد بوده است که بر عوامل بهداشتی یادگیری دانشجویان تأثیر داشته است و ویژگی‌های ساختار و نوع بازخورد بر عوامل بهداشتی یادگیری مؤثر نبوده‌اند.
The purpose of present research was to determine the influence of effective feedback on students’ motivation in learning. The kind of this practical and descriptive-survey research was correlation and field study. The population of this research included 4435 Ahvaz Jahad daneshgahi students in 2012-2013. 153 students were selected by sample size formula and sampling was done by srtarified random method. The descriptive statistical indicators (mean, standard division, frequency, and percentage) were used to describe data, and the structural equation modeling was used to test the research theory. By using CMIN/DF, RMSEA, AGFI, NNFI (TLI), NFI,CFI, and IFI factors, the model test results showed that the model had a suitable goodness-of fit with data. The results showed that three characteristics have effect on the students’ motivation in learning from the students’ perspective: the feedback type, feedback time and feedback structure, however the time had the most effect. Also only time has effected on health agents of Learning and structure and type of feedback has no effect on health agents of Learning.
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