نقش واسطه‌ای ارزشهای تحصیلی در رابطه بین خودراهبری یادگیری دانشجویان و ادراک آنان از کیفیت عملکرد اعضای هیأت علمی
محورهای موضوعی : روش ها و مدل های روانشناختیمحمدنور رحمانی 1 , مهدی محمدی 2 , رضا ناصری جهرمی 3 , هادی رحمانی 4
1 - استادیار گروه مدیریت و برنامه ریزی آموزشی دانشگاه آزاد اسلامی واحد بندرعباس
2 - استادیار بخش مدیریت و برنامه ریزی درسی دانشگاه شیراز
3 - دانشجوی دکتری مطالعات برنامه درسی دانشگاه شیراز
4 - کارشناس ارشد مدیریت آموزشی
کلید واژه: خودراهبری یادگیری, ارزش تکالیف, ارزش نمره, کیفیت عملکرد,
چکیده مقاله :
هدف کلی از انجام این تحقیق، بررسی نقش واسطه‌ای ارزشهای تحصیلی در رابطه بین خودراهبری یادگیری دانشجویان و ادراک آنان از کیفیت عملکرد اعضای هیأت علمی می‌باشد. جامعه آماری پژوهش، تمامی دانشجویان مقطع کارشناسی رشتههای گروه علوم انسانی دانشگاه آزاد اسلامی واحد بندرعباس در سال تحصیلی 91- 92 است که شامل 4181 نفر میگردند. با استفاده از روش نمونهگیری خوشه‌ای مرحله‌ای، از هر یک از رشتهها، یک کلاس کارشناسی به صورت تصادفی 400 نفر انتخاب شدند. ابزار تحقیق شامل سه پرسشنامه خودراهبری یادگیری، پرسشنامه ارزشهای تحصیلی و پرسشنامه ادراک دانشجویان از کیفیت عملکرد بود که پس از محاسبه روایی و پایایی، بین افراد نمونه توزیع گردید. با استفاده از روشهای آمار استنباطی دادهها تحلیل شدند. نتایج نشان داد که خودراهبری یادگیری دانشجویان پیش‌بینی کننده مثبت و معنی‌دار ارزشهای تحصیلی آنان و همچنین پیش‌بینی کننده مثبت و معنی‌دار ادراک دانشجویان از کیفیت عملکرد اعضای هیأت علمی می‌باشد. ارزشهای تحصیلی دانشجویان نیز پیش‌بینی کننده مثبت و معنی‌دار ادراک دانشجویان از کیفیت عملکرد اعضای هیأت علمی می‌باشد و در نهایت ارزشهای تحصیلی در رابطه بین خودراهبری یادگیری دانشجویان و ادراک آنان از کیفیت عملکرد اعضای هیأت علمی نقش واسطه‌ای دارد.
The purpose of this study was survey of the moderating role of academic values in the relationship of students’ self-directed learning and perception of faculty performance quality. The population for this study included all undergraduate courses related to the group human sciences at Bandar Abbas Azad Islamic University (481).Using stage cluster sampling method, each string is a class of 400 undergraduates were randomly selected. Three questionnaires were used: students' self-directed learning, academic values and students' perception of faculty performance quality which were distributed and collected after calculation of validity and reliability. Data analyzed by using statically methods. The results showed that: Students' self-directed learning was a positive and significant predictor of academic values and students' perception of faculty performance quality too. Students' academic values was a positive and significant predictor of students' perception of faculty performance quality and academic values was moderating role in the relationship between students' self-directed learning and student’s perception of faculty performance quality.
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