پیشرفت تحصیلی در یادگیری زبان: مدل ساختاری تاثیر تعامل بین معلم و دانش آموز و یادگیری خود تنظیمی

Subject Areas : آموزش زبان انگلیسی

نفیسه اسدزاده ملکی ¹ ( گروه انگلیسی، واحد اهر، دانشگاه آزاد اسلامی ،اهر، ایران )
مسعود ذوقی ² ( گروه انگلیسی، واحد اهر، دانشگاه آزاد اسلامی ،اهر، ایران )
نادر اسدی آیدین لو ³ ( گروه انگلیسی، واحد اهر، دانشگاه آزاد اسلامی ،اهر، ایران )

Received: 2020-09-05 Accepted : 2020-09-05 Published : 2020-01-01

Keywords: مدل ساختاری, یادگیری خودتنظیمی, یشرفت تحصیلی, روش تحقیق همبستگی, تعامل بین معلم و دانش آموز,

Abstract :

در تحقیق حاضر، به منظور بررسی نقش مشارکتی متغیرهای یادگیری خودتنظیمی وتعامل بین معلم و دانشجو در میزان پیشرفت تحصیلی دانش جویان از روش تحقیق همبستگی استفاده شده است. نمونه ای از 218 دانشجوی رشته زبان انگلیسی (102 مرد و 116 زن) از بین 645 دانشجوی این رشته با کمک نرم افزاد محاسباتی تعیین نمونه اولیه مدل ساختاری انتخاب شدند. رده سنی آنها بین 18 تا 45 سال بوده و در دانشگاه آزاد اسلامی واحد تبریز مشغول به تحصیل بودند. مدل ساختاری مورد استفاده در ایت مطالعه نشان داد که تعامل بین معلم و دانشجو تاثیر مستقیم و موثری در پیشرفت تحصیلی آنها دارد. همچنین نتایج به دست آمده نشان داد که تاثیر این تعامل بر میزان پیشرفت تحصیلی دانشجویان به وسیله یادگیری خودتنظیمی افزایش می یابد. در این تحقیق، مشارکت علی-معلولی  این عوامل روانشناسی، یعنی یادگیری خودتنظیمی و تعامل بین معلم و دانشجو، بر میزان پیشرفت تحصیلی دانشجویان  به اثبات رسید. یافته های این تحقیق در زمینه های آموزشی و فعالیت های کلاسی کاربردهای زیادی دارد.

References:

Abrantes, J. L., Seabra, C., & Lages, L. F. (2007). Pedagogical affect, student interest, and learning performance. Journal of Business Research, 60(9), 960-964.

Ahmad, S. (2012). Relationship of academic SE to self-regulated learning, SI, test anxiety and academic achievement. International journal of education, 4(1), 12.-25

Al Khatib, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students’ performance. International journal for research in Education, 27(8), 57-71.

Alotaibi, K., Tohmaz, R., & Jabak, O. (2017). The relationship between self-regulated learning and academic achievement for a sample of community college students at King Saud University. Education Journal, 6(1), 28-37.

Ames, C. (1992). Achievement goals and the classroom motivational climate. Student perceptions in the classroom, 1, 327-348.

Azevedo, Â. S., Dias, P. C., Salgado, A., Guimarães, T., & Lima, I. (2012). Teacher-student relationship and self-regulated learning in Portuguese compulsory education. Paidéia (Ribeirão Preto), 22(52), 197-206.

Bowlby, J. (1969). Attachment and loss v. 3 (Vol. 1). Random House. Furman, W., & Buhrmester, D.(2009). Methods and measures: The network of relationships inventory: Behavioral systems version. International Journal of Behavioral Development, 33, 470-478.

Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.

Cadima, J., Leal, T., & Burchinal, M. (2010). The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes. Journal of School Psychology, 48(6), 457-482.

Cashdan, S. (1988). Object relations therapy: Using the relationship: WW Norton & Co.

Çetin, B. (2015). Academic motivation and approaches to learning in predicting college students' academic achievement: Findings from Turkish and US samples. Journal of College Teaching & Learning (TLC), 12(2), 141-150.

Creswell, J. W., & Garrett, A. L. (2008). The “movement” of mixed methods research and the role of educators. South African journal of education, 28(3), 321-333.

Den Brok, P., Brekelmans, M., & Wubbels, T. (2006). Multilevel issues in research using students’ perceptions of learning environments: The case of the Questionnaire on Teacher Interaction. Learning environments research, 9(3), 199-213.

Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425-474.

Dent, M., & Whitehead, S. (2013). Managing professional identities: Knowledge, performativities and the'new'professional (Vol. 19). Routledge:New York.

DiBenedetto, M. K., & Bembenutty, H. (2011). Within the Pipeline: Self-Regulated Learning and Academic Achievement among College Students in Science Courses. Online Submission.

Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early education and development, 21(5), 681-698.

Ellis, R. A., Han, F., & Pardo, A. (2017). Improving Learning Analytics–Combining Observational and Self-Report Data on Student Learning. Journal of Educational Technology & Society, 20(3) , 158-169.

Fabriz, S., Dignath-van Ewijk, C., Poarch, G., & Büttner, G. (2014). Fostering self-monitoring of university students by means of a standardized learning journal—a longitudinal study with process analyses. European Journal of Psychology of Education, 29(2), 239-255.

Fadlelmula, F. K., Cakiroglu, E., & Sungur, S. (2015). Developing a structural model on the relationship among motivational beliefs, self-regulated learning strategies, and achievement in mathematics. International journal of science and mathematics education, 13(6), 1355-1375.

Farajollahi, M., & Moenikia, M. (2010). The study of relation between students support services and distance students’ academic achievement. Procedia-Social and Behavioral Sciences, 2(2), 4451-4456.

Finney, S. J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. Structural equation modeling: A second course, 10(6), 269-314.

Gilliam, W. S., & Shahar, G. (2006). Preschool and child care expulsion and suspension: Rates and predictors in one state. Infants & Young Children, 19(3), 228-245.

Guay, F., Ratelle, C. F., Roy, A., & Litalien, D. (2010). Academic self-concept, autonomous academic motivation, and academic achievement: Mediating and additive effects. Learning and Individual Differences, 20(6), 644-653.

Hu, L. t., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6(1),  1-55.

Hughes, J. N., & Chen, Q. (2011). Reciprocal effects of student–teacher and student–peer relatedness: Effects on academic self efficacy. Journal of applied developmental psychology, 32(5), 278-287.

Joe, A., Kpolovie, P., Osonwa, K., & Iderima, C. (2014). Modes of admission and academic performance in Nigerian Universities. Merit Research Journal of Education and Review, 2(9), 203-230.

Khalaila, R. (2014). Simulation in nursing education: an evaluation of students' outcomes at their first clinical practice combined with simulations. Nurse education today, 34(2), 252-258.

Liew, J. (2012). Effortful control, executive functions, and education: Bringing self-regulatory and social-emotional competencies to the table. Child development perspectives, 6(2), 105-111.

Marzano, R. J., & Toth, M. D. (2013). Teacher evaluation that makes a difference: A new model for teacher growth and student achievement. Alexandria, VA: ASCD

McIver, J., & Carmines, E. G. (1981). Unidimensional scaling. Newbury Park, CA: Sage.

Meidani, Z., & Sharifi, M. (2015). Structure Relationship between Self-Imaginary and Meta-Cognition Beliefs with Self-Regulatory Learning in Pre-University Girl Students in Rasht City. Procedia-Social and Behavioral Sciences, 185, 365-373.

Muhammad, A. S., & Abu Bakar, N. (2015). Relationship of self-regulated learning and academic achievement among universiti sultan zainalabidin (UNISZA) undergraduate students. Paper presented at the International Conference on Empowering Islamic Civilization in the 21st Century.

Nietfeld, J. L., Shores, L. R., & Hoffmann, K. F. (2014). Self-regulation and gender within a game-based learning environment. Journal of Educational Psychology, 106(4), 961-973.

Nota, L., Soresi, S., & Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International journal of educational research, 41(3), 198-215.

Peng, M. W. (2012). The global strategy of emerging multinationals from China. Global Strategy Journal, 2(2), 97-107.

Perels, F., Merget, K., M.,Wende, M., Schmitz, B., & Buchbinder, C. (2009). Improving self‐regulated learning of preschool children: Evaluation of training for kindergarten teachers. British Journal of Educational Psychology, 79(2), 311-327.

Perry, N. E., & Rahim, A. (2011). Studying Self-Regulated Learning in Classrooms: University of British Columbia, Vancouver, Canada Handbook of self-regulation of learning and performance (pp. 136-150). New York: Routledge.

Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of educational psychology, 92(3), 544.-555.

Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of educational psychology, 82(1), 33-40.

Rezazadeh, M., & Tavakoli, M. (2009). Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students. English Language Teaching, 2(4), 68-74.

Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological bulletin, 138(2), 353.-387.

Roorda, D. L., Koomen, H. M., Spilt, J. L., & Oort, F. J. (2011). The influence of affective teacher–student relationships on students’ school engagement and achievement: A meta-analytic approach. Review of educational research, 81(4), 493-529.

Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher–child relationship quality: The roles of child temperament and teacher–child interactions. Early Childhood Research Quarterly, 24(2), 107-120.

Ryan, J. J., & Brown, K. I. (2005). Enhancing the clinical utility of the WASI: Reliabilities of discrepancy scores and supplemental tables for profile analysis. Journal of Psychoeducational Assessment, 23(2), 140-145.

Schumacker, R. E., & Lomax, R. G. (2010). A Beginner’s Guide to. Structural Equation Modeling (3rd Edition), New York: Taylor & Francis Group.

Schunk, D. H., & Greene, J. A. (2017). Handbook of self-regulation of learning and performance. New York: Routledge.

Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017.

Veas, A., Castejón, J.-L., Miñano, P., & Gilar-Corbí, R. (2019). Actitudes en la adolescencia inicial y rendimiento académico: el rol mediacional del autoconcepto académico. Revista de Psicodidáctica, 24(1), 71-77.

Winnicott, D. W. (1965). Psychoanalysis and the sense of guilt. The maturational processes and the facilitating environment, 15-28.

Wolff, F., Nagy, N., Helm, F., & Möller, J. (2018). Testing the internal/external frame of reference model of academic achievement and academic self-concept with open self-concept reports. Learning and Instruction, 55, 58-66.

Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329.-339.

Zimmerman, B. J. (2000). Attaining self-regulation. A Social cognitive perspective. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). San Diego, CA: Academic Press.