آزمون مدل مفهومی نقش میانجیگر یادگیری خودتنظیمی و اهداف پیشرفت در رابطه بین باورهای معرفت شناسی و فرسودگی تحصیلی
الموضوعات :سلطانعلی کاظمی 1 , نادره سهرابی 2 , مجید برزگر 3 , فرزاد پورغلامی 4
1 - دانشگاه آزاد اسلامی واحد مرودشت
2 - دانشگاه آزاد اسلامی واحد مرودشت
3 - دانشگاه آزاد اسلامی واحد مرودشت
4 - هیات علمی پیام نور
الکلمات المفتاحية: فرسودگی تحصیلی, اهداف پیشرفت, یادگیری خودتنظیمی, باورهای معرفت شناسی,
ملخص المقالة :
تحقیق حاضر با هدف بررسی نقش میانجیگر یادگیری خودتنظیمی و اهداف پیشرفت در رابطه بین باورهای معرفتشناسی و فرسودگی تحصیلی بر روی نمونهای 384 نفره از دانشجویان بالاتر از ترم 4 دانشگاه پیام نور شیراز انجام گرفت. اعضای نمونه با استفاده از روش نمونهگیری خوشهای تصادفی انتخاب شده و پس از جمعآوری دادهها، ارزیابی الگوی پیشنهادی با روش تحلیل مسیر و استفاده از برنامه AMOS، انجام گرفت و یافتههای حاصل از تحلیل الگویابی معادلات ساختاری برازش خوب الگوی نظری اولیه را با دادهها مورد تایید قرار داد و پس از اصلاح مدل مفهومی، برازندگی بسیارخوب الگوی نهایی با دادهها حاصل گردید. نتایج حاصل از تحقیق حاضر نشان داد که باورهای معرفتشناختی دانشجویان در شکلگیری نگرش آنها نسبت به فلسفه آموزش و تحصیل نقش تعیینکنندهای دارد و این نگرشها و باورها بهواسطه یادگیری خودتنظیمی و جهتگیری انگیزشی دانشجویان از طریق انتخاب اهداف پیشرفت میتواند از یک طرف پیشرفت و موفقیت و از طرف دیگر استرس و فرسودگی تحصیلی را در بلندمدت برای دانشجویان به ارمغان داشته باشد. در نتیجه آگاهی دانشجو از فرآیندهای شناختی خود، هم در انتخاب اهداف پیشرفت و هم در انتخاب مسیر صحیح یادگیری(خودتنظیمی شناختی) نقش تعیینکنندهای دارد.
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