رابطه بین سبک‌های یادگیری (فعال ـ تأملی، گام به گام ـ کلی) با اضطراب رایانه دانشجویان

محورهای موضوعی : فن‎آوری اطلاعات

طالب زندی ¹

1 - دانشجوی دکتری تکنولوژی آموزشی دانشگاه تربیت مدرس

تاریخ دریافت : 1392/07/03 تاریخ پذیرش : 1393/05/25 تاریخ انتشار : 1392/08/10

کلید واژه: رایانه, سبک یادگیری, تفاوت‌های فردی, اضطراب رایانه,

چکیده مقاله :

پژوهش حاضر، با هدف بررسی رابطه بین سبک‌های یادگیری (فعال - تأملی، گام به گام - کلی) با اضطراب رایانه‌ای در دانشجویان مقطع کارشناسی دانشکده روان‌شناسی و علوم تربیتی دانشگاه علامه طباطبایی، انجام شد. به همین منظور، نمونه‌‌ای با حجم 310 دانشجو به روش نمونه‌گیری خوشه‌ای چند‌مرحله‌ای انتخاب شد. ابزارهای اندازه‌گیری در این پژوهش شامل پرسش‌نامه سبک‌های یادگیری فلدرـ سلمن و پرسش‌نامه اضطراب رایانه‌ای هنسن و همکاران بودند. داده‌های این پژوهش با استفاده از روش‌های آمار توصیفی و استنباطی (میانگین، فراوانی، انحراف استاندارد، آزمون t مستقل و ضریب همبستگی دو رشته‌ای‌نقطه‌ای) تحلیل شد و این نتایج به دست آمد: بین سبک یادگیری فعال - تأملی با اضطراب رایانه‌ای دانشجویان رابطه معناداری وجود دارد، طوری که دانشجویان دارای سبک تأملی، اضطراب رایانه‌ای بیشتری نسبت به دانشجویان دارای سبک فعال دارند. هم‌چنین، بین سبک یادگیری گام به گام ـ کلی با اضطراب رایانه‌ای دانشجویان رابطه معناداری وجود دارد، طوری که دانشجویان دارای سبک یادگیری کلی، اضطراب رایانه‌ای بیشتری نسبت به دانشجویان دارای سبک یادگیری گام به گام دارند. بین جنسیت و اضطراب رایانه‌ای رابطه معنی‌داری به دست نیامد.

چکیده انگلیسی:

The purpose of this study was the investigation of the relationship between learning styles (active- reflective and sequential-holistic) and computer anxiety in undergraduate students of faculty of Psychology and Educational Sciences, Allameh Tabatabaee University. To do so, a sample of 310 students was selected using multi-stage cluster sampling. Measurement tools in this research included Felder - Soloman learning styles questionnaire (1999) and Heinsen and colleagues computer anxiety questionnaire (1987). The research data were analyzed with descriptive and inferential statistics (mean, frequency, standard deviation, independent t test, and point biserial correlation coefficient) and the following results were obtained: There was a significant relationship between active-reflective learning style and students' computer anxiety, i.e., students with reflective learning style had more anxiety than those with active style. There was also significant relationship between sequential-holistic learning style and computer anxiety, so that students with holistic learning style had a higher computer anxiety than those with sequential learning style. There was no significant relationship between gender and computer anxiety. 

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