تبیین نقش واسطه‌ای یادگیری خودراهبر در رابطه بین باورهای فراشناختی و اهمال‌کاری تحصیلی دانش‌آموزان متوسطه دوم

محورهای موضوعی : یادگیری

سیما علی زاده ¹ (استادیار،گروه علوم تربیتی،دانشگاه پیام نور ،تهران ،ایران)
الناز یاهک ² (کارشناسی ارشد روانشناسی تربیتی، دانشگاه پیام نور، ایران.)

تاریخ دریافت : 1401/11/19 تاریخ پذیرش : 1402/03/24 تاریخ انتشار : 1402/03/01

کلید واژه: باورهای فراشناخت, اهمال‌کاری تحصیلی, یادگیری خودراهبر,

چکیده مقاله :

هدف این پژوهش تبیین نقش واسطه ای یادگیری خودراهبر در رابطه بین باورهای فراشناختی و اهمال‌کاری تحصیلی دانش‌آموزان متوسطه دوم بود. روش پژوهش توصیفی از نوع همبستگی و جامعه آماری نیز کلیه دانش‌آموزان متوسطه دوم شهر میاندوآب به تعداد ۶۱۰۰ نفر بود که از بین آنان با استفاده از جدول مورگان تعداد ۳۶۱ نفر به شیوه نمونه گیری خوشه‌ای انتخاب گردید. ابزار گردآوری داده ها پرسشنامه های استاندارد شده باورهای فراشناخت ولز و همکاران، یادگیری خودراهبر گاگیلمینو و اهمال‌کاری تحصیلی سولومون و رودوبلوم بود. روایی (محتوا و سازه) و پایایی (ضریب آلفای کرونباخ) پرسشنامه‌ها حاکی از آن بودند که ابزارهای اندازه‌گیری از روایی و پایایی خوبی برخوردار هستند. نتایج حاصل از آزمون فرضیه‌ها توسط نرم‌افزار spss و pls و با استفاده از آزمون‌های همبستگی و مدل یابی معادلات ساختاری نشان داد که یادگیری خودراهبر در رابطه بین باورهای فراشناختی و اهمال‌کاری تحصیلی نقش معنا داری دارد (01/0>(p و رابطه سه مؤلفه باورهای مثبت در مورد نگرانی (05/0>(p، اعتماد شناختی (05/0>(p و خودآگاهی شناختی (01/0>(p با اهمال‌کاری تحصیلی و با نقش میانجی یادگیری خودراهبر منفی و معنی دار است. و رابطه دو مؤلفه باورهای منفی در مورد کنترل ناپذیری و خطر افکار و نیاز به کنترل افکار با اهمال‌کاری تحصیلی و با نقش میانجی یادگیری خودراهبر مثبت و معنی دار است (01/0>(p.در نهایت نتایج نشان داد یادگیری خود راهبر با اهمال‌کاری تحصیلی رابطه منفی و معنی دار دارد(01/0>(p. بنابراین می‌توان با تقویت باورهای فراشناخت مثبت در دانش‌آموزان و به تبع آن افزایش یادگیر خودراهبر زمینه کاهش اهمال‌کاری تحصیلی در آنان را نیز فراهم نمود.

چکیده انگلیسی:

The aim of this study was to explain the mediating role of self-directed learning in the relationship between metacognitive beliefs and academic procrastination of high school students. The research method was descriptive-correlational and the statistical population was all 6100 high school students in Miandoab, of which 361 were selected using cluster sampling using Morgan table. Data collection tools were standardized questionnaires of metacognitive beliefs of Wales et al., Gagilmino self-directed learning, and Solomon and Rodoblum. Validity (content and structure) and reliability (Cronbach's alpha coefficient) of the questionnaires indicated that the measuring instruments had good validity and reliability. The results of testing the hypotheses by SPSS and PLS software and using correlation tests and structural equation modeling showed that Self-directed learning plays a significant role in the relationship between metacognitive beliefs and academic procrastination (p<0.01) and the relationship between the three components of positive beliefs about worry (p<0.05), cognitive confidence (p<0.05) and cognitive self-awareness. (p<0.01) with academic procrastination and with the mediating role of self-directed learning is negative and significant. Self-leadership is positive and significant (p<0.01). Finally, the results showed that self-leadership learning has a negative and significant relationship with academic procrastination (p< 0.01). Finally, the results showed that self-directed learning has a negative and significant relationship with academic procrastination (p< 0.01). Therefore, by strengthening positive metacognitive beliefs in students and, consequently, increasing self-directed learning, it is possible to reduce academic procrastination in them.

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