ارائه مدل توضیحی ویژگی های فردی، ادراک از برنامه درسی و رشد شایستگی های رهبری دانشجویان دانشگاه شیراز
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - عضو هیات علمی دانشگاه شیراز، دانشکده علوم تربیتی و روان‌شناسی، بخش مدیریت و برنامه‌ریزی آموزشی، رشته مطالعات برنامه درسی، دانشیار
2 - کارشناسی ارشد مدیریت آموزشی- پردیس بین‌الملل دانشگاه شیراز
کلید واژه: واژگان کلیدی: برنامه درسی تجربه شده- دانشجویان- رشد شایستگی رهبری- ویژگی های فردی,
چکیده مقاله :
هدف کلی این تحقیق، بررسی رابطه بین ویژگی های فردی دانشجویان، ادراک آنان از برنامه درسی تجربه شده و رشد شایستگی های آنان در قالب یک مدل توضیحی می باشد. جامعه آماری شامل کلیه دانشجویان دوره کارشناسی دانشگاه شیراز بود، که در سال 90-91 مشغول به تحصیل بودند. با استفاده از روش نمونه گیری خوشه ای مرحله ای تعداد 18 کلاس از دانشجویان سال آخر گروههای مختلف تحصیلی انتخاب شدند. ابزار مورد استفاده شامل یک مقیاس محقق ساخته ارزشیابی برنامه درسی تجربه شده و پرسشنامه رشد شایستگی رهبری بود. پس از محاسبه روایی و پایایی ابزار و توزیع بین افراد نمونه، داده ها با استفاده از روش آماری ضریب رگرسیون چند متغیره مورد تحلیل قرار گرفتند و نتایج تحلیل آماری نشان داد که رابطه معنا داری بین معدل و رشته تحصیلی دانشجویان با رشد شایستگی رهبری آنان وجود دارد. رابطه معنا داری بین جنسیت، معدل، رشته تحصیلی و محل سکونت دانشجویان با ادراک آنان از برنامه درسی تجربه شده وجود دارد. برنامه درسی تجربه شده نقش واسطه گری معناداری را در رابطه بین ویژگی فردی دانشجویان با رشد شایستگی آنان ایفا می کند.
The main purpose of this research was to study the relationship between students' Individual Characteristics, Experienced Curriculum and their leadership Competencies development. Statistical population of this study included all students of bachelor degree at Shiraz University who were enrolled in 90-91. By cluster sampling method 256 persons were selected. The research instrument used to collect data in this study included researcher-made scale of experienced curriculum and growth leadership competencies questionnaire (Initial Leadership Assessment Questionnaire St. Cloud University, 1996) which after measuring their validity and reliability distributed among sample and data analyzed with multiple regression. Result indicated that: There is significant relationship between average and major with leadership competencies development of students. There is significant relationship between sex, average, major and residence with their perception of experienced curriculum. The experienced curriculum has significant mediated role in relationship between the students' individual characteristic and their leadership competencies development.
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