رابطه سواد اطلاعاتی و انگیزه پیشرفت با نقش میانجی خودتنظیمی یادگیری در دانشجویان
محورهای موضوعی : آموزش و پرورشمریم عمادروئیانی 1 , بهرنگ اسماعیلی شاد 2
1 - دانشجوی گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران
2 - استادیار گروه علوم تربیتی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران
کلید واژه: خودتنظیمی یادگیری, دانشجویان, انگیزه پیشرفت, سواد اطلاعاتی,
چکیده مقاله :
مقدمه و هدف: هدف پژوهش حاضر تبیین رابطه سواد اطلاعاتی و انگیزه پیشرفت با نقش میانجی خودتنظیمی یادگیری بود.روش شناسی پژوهش: روش پژوهش توصیفی و از نوع همبستگی است. جامعه آماری شامل کلیه دانشجویان شهرستان جاجرم بود که با توجه به فرمول فیدل و تاباخنیک (2007) 194 نفر به صورت نمونه گیری تصادفی طبقه ای نسبی به تناسب تعداد در هر دانشگاه عنوان نمونه انتخاب شد. ابزار گردآوری اطلاعات شامل پرسشنامه های سواد اطلاعاتی سیامک و داورپناه (1387)، انگیزش پیشرفت تحصیلی هرمنس (1977) و خودتنظیمی بوفارد (1995) است که دارای روایی صوری و محتوایی است و ضریب پایایی با استفاده از آلفای کرونباخ به ترتیب 86/0، 84/0 و 81/0 می باشد. تحلیل داده ها با استفاده از آزمون سوبل به وسیله نرم افزار spss انجام شد.یافته‌ها: با توجه به نتایج آماری، قدرت رابطه سواد اطلاعاتی با انگیزه پیشرفت برابر 43/0، رابطه سواد اطلاعاتی با خودتنظیمی یادگیری 20/0 و رابطه انگیزه پیشرفت با خودتنظیمی یادگیری 41/0 محاسبه شد. آماره آزمون نیز 535/2 بدست آمد که بزرگتر از مقدار بحرانی t در سطح خطای 5٪ یعنی 96/1 بوده و نشان می دهد همبستگی مشاهده شده معنادار است.بحث و نتیجه‌گیری: با اطمینان 95٪ بین سواد اطلاعاتی و انگیزه پیشرفت با نقش میانجی خودتنظیمی یادگیری دانشجویان شهرستان جاجرم رابطه وجود دارد.
Introduction: The main purpose of this study was to investigate the relationship between information literacy and achievement motivation with the mediating role of self-regulated learning. Research Methodology: The research method is of a descriptive and correlational type. The statistical population of the study includes all university students of Jajarm city, among which 194 people were selected through relative category random sampling method according to the proposed formula of Fidell and Tabachnick (2007) and based on the number of students in each university. The data collection tools include Siamak and Davarpanah's information literacy (2008), Hermans' achievement motivation (1977) and Bouffard's self-regulation (1995) questionnaires which have face and content validity. The reliability coefficient using Cronbach's alpha was 0.86, 0.84 and 0.81, respectively. Data analysis was performed using Sobel test by SPSS. Findings: According to the statistical results, the strength of the relationship between information literacy and achievement motivation is 0.43, the relationship between information literacy and self-regulated learning is 0.20 and the relationship between achievement motivation and self-regulated learning is 0.41. The test statistic is 2.535, which is greater than the critical value of t at the level of 5% error, ie 1.96, and indicates that the observed correlation is significant. Conclusion: With 95% confidence, there is a relationship between information literacy and achievement motivation with the self-regulated learning mediating role in the university students of Jajarm city.
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