رابطه خودکارآمدی تحصیلی و انگیزه تحصیلی با یادگیری خودتنظیمی و کیفیت یادگیری دانش آموزان مقطع متوسطه دوم شهر داراب
الموضوعات : Education
1 - دانشگاه آزاد اسلامی، بوشهر، ایران
الکلمات المفتاحية: خودکارآمدی تحصیلی, انگیزه تحصیلی, یادگیری خودتنظیمی, کیفیت یادگیری,
ملخص المقالة :
مقدمه و هدف: هدف از پژوهش حاضر، بررسی رابطه خودکارآمدی تحصیلی و انگیزه تحصیلی با یادگیری خودتنظیمی و کیفیت یادگیری دانش آموزان مقطع متوسطه دوم شهر داراب بود. روش شناسی پژوهش: روش پژوهش حاضر از نظر هدف کاربردی و از نظر روش توصیفی از نوع همبستگی بود. جامعه آماری شامل دانش آموزان مقطع متوسطه دوم شهر داراب به تعداد 1495 نفر بود که با شیوه نمونهگیری خوشهای چندمرحلهای و بر حسب جدول مورگان تعداد 300 نفر به عنوان نمونه انتخاب شدند. ابزار گردآوري اطلاعات شامل پرسشنامه کیفیت یادگیری رحمانی (1389)، پرسشنامه خودکارآمدی تحصیلی جينک و مورگان (1999)، پرسشنامه انگیزش تحصیلی هارتر (1981) و پرسشنامه خودتنظیمی پنتریچ ودی گروت (1990) بود و تجزيهوتحليل دادهها با استفاده از آزمونهای آماري ضريب همبستگي پيرسون و رگرسیون همزمان انجام شد. یافته¬ها: نتایج نشان داد بین یادگیری خودتنظیمی با خودکارآمدی تحصیلی و انگیزه تحصیلی رابطه مستقیم و معناداری وجود دارد و همچنین بین کیفیت یادگیری با خودکارآمدی تحصیلی و انگیزه تحصیلی رابطه مستقیم و معناداری وجود دارد. همچنین نتایج نشان داد یادگیری خودتنظیمی براساس خودکارآمدی تحصیلی و انگیزه تحصیلی دانشآموزان به طور مثبت پیشبینی میشود و کیفیت یادگیری براساس خودكارآمدي تحصیلی و انگیزه تحصیلی دانشآموزان به صورت مثبت پیشبینی میشود. بحث و نتیجه¬گیری: بین یادگیری خودتنظیمی با خودکارآمدی تحصیلی و انگیزه تحصیلی و بین کیفیت یادگیری با خودکارآمدی تحصیلی و انگیزه تحصیلی رابطه مستقیم و معناداری وجود دارد. همچنین یادگیری خودتنظیمی براساس خودکارآمدی تحصیلی و انگیزه تحصیلی و کیفیت یادگیری براساس خودكارآمدي تحصیلی به صورت مثبت پیشبینی میشود.
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