نقش ویژگی‌های بازخورد مؤثر بر انگیزش دانشجویان در یادگیری
الموضوعات : پژوهش در برنامه ریزی درسیحسین سماواتیان 1 , حمزه کاظمی مهیاری 2
1 - ستادیار گروه روان‌شناسی دانشگاه اصفهان، اصفهان، ایران
2 - کارشناس ارشد مدیریت MBA، مربی مؤسسه جهاد دانشگاهی خوزستان، اهواز
الکلمات المفتاحية: انگیزش, یادگیری, بازخورد, بازخورد مؤثر,
ملخص المقالة :
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.
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