تأثیر تعامل معلم و زبان آموز در پیشرفت تحصیلی و یادگیری زبان: بررسی شیوه های خودتنظیمی در بستر تغییرات اجتماعی - فرهنگی
الموضوعات :
1 - استادیار گروه زبان‌انگلیسی، واحد ملکان، دانشگاه آزاداسلامی، ملکان، ایران.
الکلمات المفتاحية: پیشرفت تحصیلی, طرح پژوهشی همبستگی, یادگیری خودمحور, مدل معادلات ساختاری, تعامل معلم و زبان آموز,
ملخص المقالة :
مقالۀ حاضر با هدف بررسی تعامل بین معلم و زبان‌آموزان که نقش مهمی در یادگیری و موفقیت تحصیلی آنها در مطالعۀ زبان انگلیسی به عنوان زبان خارجی دارد، انجام شده است. به این منظور راهکارهای یادگیری خودتنظیمی و تاثیر غیر‌مستقیم آن در بستر تغییرات اجتماعی – فرهنگی مورد بررسی قرار گرفته است. نمونه‌ای متشکل از ۲۱۸ زبانآموز )۱۰۲ مرد و ۱۱۶ زن( از میان ۶۴۵ زبانآموز انتخاب شده‌اند.این افراد بین دامنۀ سنی ۱۸ الی ۴۵ و از بین دانشجویان رشتۀ زبان انگلیسی دانشگاه آزاد تبریز انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه‌های یادگیری خودتنظیمی و تعامل بین معلم و دانش‌آموز و هم چنین از معدل آنها استفاده شد و داده‌های جمع‌آوری شده با استفاده از آزمون‌های همبستگی و تحلیل عاملی بررسی و تحلیل شدند. روش آزمون فرضیۀ مدل معادلات ساختاری نشان داد که رابطۀ بین معلم و زبانآموز به صورت مستقیم و چشمگیری بر روی پیشرفت تحصیلی آنها تأثیر می‌گذارد (0.45=r). به علاوه، نتایج به دست آمده نشانگر این بود که تأثیر رابطۀ بین تعامل معلم و زبانآموز در پیشرفت زبان‌آموزان به واسطۀ تأثیر یادگیری خود تنظیمی انجام شده است(0.47 =r) . مشارکت سببی عوامل اجتماعی که شامل تعامل بین معلم و زبانآموز و یادگیری خودتنظیمی است در پیشرفت تحصیلی آنها اثبات شد. این نتایج ضرورت توجه جدی برنامه‌ریزان آموزشی، مشاوران، و معلمان به موضوع پیشرفت تحصیلی فراگیران با استفاده از راهکارهایی چون افزایش میزان‌تعامل‌و‌یادگیری‌خودتنظیمی‌را‌نشان‌می‌دهد
-Abrantes, J. L., Seabra, C., & Lages, L. F. 2020. Pedagogical affect, student interest, and learning performance. Journal of Business Research, 60(9): 960-964.
-Ahmad, S. 2018. Relationship of academic SE to self-regulated learning, SI, test anxiety and academic achievement. International journal of education, 4(1): 12.-25
-Al Khatib, S. A. 2020. Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students’ performance. International journal for research in Education, 27(8): 57-71.
-Alotaibi, K., Tohmaz, R., & Jabak, O. 2017. The relationship between self-regulated learning and academic achievement for a sample of community college students at King Saud University. Education Journal, 6(1): 28-37.
-Ames, C. 1992 .Achievement goals and the classroom motivational climate. Student perceptions in the classroom, 1: 327-348.
-Azevedo, Â. S., Dias, P. C., Salgado, A., Guimarães, T., & Lima, I. 2021. Teacher-student relationship and self-regulated learning in Portuguese compulsory education. Paidéia (Ribeirão Preto), 22(52): 197-206.
-Broadbent, J., & Poon, W. L. 2015. Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27: 1-13.
-Cashdan, S. 1988. Object relations therapy: Using the relationship. WW Norton & Co.
-Çetin, B. 2022. Academic motivation and approaches to learning in predicting college students' academic achievement: Findings from Turkish and US samples. Journal of College Teaching & Learning (TLC), 12(2): 141-150.
-Dent, A. L., & Koenka, A. C. 2019. The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3): 425-474.
-Dent, M., & Whitehead, S. 2019. Managing professional identities: Knowledge, performativities and the new professional, Routledge:New York.
-DiBenedetto, M. K., & Bembenutty, H. 2019. Within the Pipeline: Self-Regulated Learning and Academic Achievement among College Students in Science Courses. Online Submission.
-Eisenberg, N., Valiente, C., & Eggum, N. D. 2017. Self-regulation and school readiness. Early education and development, 21(5): 681-698.
-Ellis, R. A., Han, F., & Pardo, A. 2017. Improving Learning Analytics– Combining Observational and Self-Report Data on Student Learning. Journal of Educational Technology & Society, (3) 20: 158-169.
- Fabriz, S., Dignath-van Ewijk, C., Poarch, G., & Büttner, G. 2014. Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses. European Journal of Psychology of Education, 29(2): 239-255.
-Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. 2021. Developing a structural model on the relationship among motivational beliefs, self-regulated learning strategies, and achievement in mathematics. International journal of science and mathematics education, 13(6): 1355- 1375.
-Farajollahi, M., & Moenikia, M. 2018. The study of relation between students support services and distance students’ academic achievement. Procedia-Social and Behavioral Sciences, 2(2): 4451-4456.
-Finney, S. J., & DiStefano, C. 2006. Non-normal and categorical data in structural equation modeling. Structural equation modeling: A second course, 10(6): 269-314.
- Gilliam, W. S., & Shahar, G. 2006. Preschool and child care expulsion and suspension: Rates and predictors in one state. Infants & Young Children, 19(3): 228-245.
-Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. 2015. Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6): 644-653.
-Hu, L. t., & Bentler, P. M. 1999. Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, (1)6: 1-55.
-Hughes, J. N., & Chen, Q. 2018. Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self-efficacy. Journal of applied developmental psychology, 32(5): 278-287.
-Joe, A., Kpolovie, P., Osonwa, K., & Iderima, C. 2014. Modes of admission and academic performance in Nigerian Universities. Merit Research Journal of Education and Review, 2(9): 203-230.
-Khalaila, R. 2014. Simulation in nursing education: an evaluation of students' outcomes at their first clinical practice combined with simulations. Nurse education today, 34(2): 252-258.
-Marzano, R. J., & Toth, M. D. 2013. Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. Alexandria, VA: ASCD
-McIver, J., & Carmines, E. G. 1981. Unidimensional scaling. Newbury Park, CA: Sage.
-Meidani, Z., & Sharifi, M. 2015. Structure Relationship between Self-Imaginary and Meta-Cognition Beliefs with Self-Regulatory Learning in Pre-University Girl Students in Rasht City. Procedia-Social and Behavioral Sciences, 185: 365-373.
-Muhammad, A. S., & Abu Bakar, N. 2020 .Relationship of self-regulated learning and academic achievement among universiti sultan zainalabidin (UNISZA) undergraduate students. Paper presented at the International Conference on Empowering Islamic Civilization in the 21st Century.
-Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F. 2020. Self-regulation and gender within a game-based learning environment. Journal of Educational Psychology, 106(4): 961-973.
-Nota, L., Soresi, S., & Zimmerman, B. J. 2014. Self-regulation and academic achievement and resilience: A longitudinal study. International journal of educational research, 41(3): 198-215.
-Peng, M. W. 2012. The global strategy of emerging multinationals from China. Global Strategy Journal, 2(2): 97-107.
-Perels, F., Merget, K., M.,Wende, M., Schmitz, B., & Buchbinder, C. 2009. Improving self‐regulated learning of preschool children: Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79(2): 311-327.
- Perry, N. E., & Rahim, A. 2016. Studying Self-Regulated Learning in Classrooms: University of British Columbia, Vancouver, Canada Handbook of self-regulation of learning and performance. New York: Routledge: 136-150.
-Pintrich, P. R. 2016. Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of educational psychology, 92(3): 544.-555.
-Pintrich, P. R., & De Groot, E. V. 1990. Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1): 33-40.
- Richardson, M., Abraham, C., & Bond, R. 2019. Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological bulletin, 138(2): 353.-387.
-Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. 2011. The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4): 493-529.
-Rudasill, K. M., & Rimm-Kaufman, S. E. 2009. Teacher–child relationship quality: The roles of child temperament and teacher–child interactions. Early Childhood Research Quarterly, 24(2): 107-120.
-Ryan, J. J., & Brown, K. I. 2005. Enhancing the clinical utility of the WASI: Reliabilities of discrepancy scores and supplemental tables for profile analysis. Journal of Psychoeducational Assessment, 23(2): 140-145.
-Schumacker, R. E., & Lomax, R. G. 2010. A Beginner’s Guide to. Structural Equation Modeling (3rd Edition). New York: Taylor & Francis Group.
-Schunk, D. H., & Greene, J. A. 2017. Handbook of self-regulation of learning and performance. New York: Routledge.
-Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. 1992. The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4): 1003-1017.
-Veas, A., Castejón, J.-L., Miñano, P., & Gilar-Corbí, R. 2019. Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico. Revista de Psicodidáctica, 24(1): 71-77.
-Wolff, F., Nagy, N., Helm, F., & Möller, J. 2018. Testing the internal/external frame of reference model of academic achievement and academic self-concept with open self-concept reports. Learning and Instruction, 55: 58-66.
-Zimmerman, B. J. 1989. A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3): 329.-339.
-Zimmerman, B. J. 2000. Attaining self-regulation. A Social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation. San Diego, CA: Academic Press: 13-39
