The Moderating Role of Academic Values in the Relationship between Students’ Self-Directed Learning and Perception of Faculty Performance Quality.

Subject Areas : Psychological Models and Methods

m. رحمانی ¹ (استادیار گروه مدیریت و برنامه ریزی آموزشی دانشگاه آزاد اسلامی واحد بندرعباس)
m. محمدی ² (استادیار بخش مدیریت و برنامه ریزی درسی دانشگاه شیراز)
r. ناصری جهرمی ³ (دانشجوی دکتری مطالعات برنامه درسی دانشگاه شیراز)
h. رحمانی ⁴ (کارشناس ارشد مدیریت آموزشی)

Received: 2015-07-26 Accepted : 2015-07-26 Published : 2015-05-22

Keywords: self-directed learning, Task Values, Grade Values, Performance Quality,

Abstract :

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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