آزمون مدل مفهومی نقش میانجیگر یادگیری خودتنظیمی و اهداف پیشرفت در رابطه بین باورهای معرفت شناسی و فرسودگی تحصیلی
محورهای موضوعی : تکتونواستراتیگرافی
سلطانعلی کاظمی
1
(دانشگاه آزاد اسلامی واحد مرودشت)
نادره سهرابی
2
(دانشگاه آزاد اسلامی واحد مرودشت)
مجید برزگر
3
(دانشگاه آزاد اسلامی واحد مرودشت)
فرزاد پورغلامی
4
(هیات علمی پیام نور)
کلید واژه: فرسودگی تحصیلی, اهداف پیشرفت, یادگیری خودتنظیمی, باورهای معرفت شناسی,
چکیده مقاله :
تحقیق حاضر با هدف بررسی نقش میانجیگر یادگیری خودتنظیمی و اهداف پیشرفت در رابطه بین باورهای معرفتشناسی و فرسودگی تحصیلی بر روی نمونهای 384 نفره از دانشجویان بالاتر از ترم 4 دانشگاه پیام نور شیراز انجام گرفت. اعضای نمونه با استفاده از روش نمونهگیری خوشهای تصادفی انتخاب شده و پس از جمعآوری دادهها، ارزیابی الگوی پیشنهادی با روش تحلیل مسیر و استفاده از برنامه AMOS، انجام گرفت و یافتههای حاصل از تحلیل الگویابی معادلات ساختاری برازش خوب الگوی نظری اولیه را با دادهها مورد تایید قرار داد و پس از اصلاح مدل مفهومی، برازندگی بسیارخوب الگوی نهایی با دادهها حاصل گردید. نتایج حاصل از تحقیق حاضر نشان داد که باورهای معرفتشناختی دانشجویان در شکلگیری نگرش آنها نسبت به فلسفه آموزش و تحصیل نقش تعیینکنندهای دارد و این نگرشها و باورها بهواسطه یادگیری خودتنظیمی و جهتگیری انگیزشی دانشجویان از طریق انتخاب اهداف پیشرفت میتواند از یک طرف پیشرفت و موفقیت و از طرف دیگر استرس و فرسودگی تحصیلی را در بلندمدت برای دانشجویان به ارمغان داشته باشد. در نتیجه آگاهی دانشجو از فرآیندهای شناختی خود، هم در انتخاب اهداف پیشرفت و هم در انتخاب مسیر صحیح یادگیری(خودتنظیمی شناختی) نقش تعیینکنندهای دارد.
Test of conceptual model of mediating role of self-regulation learning and achievement goals in the relationship between Epistemological Beliefs and educational burnout
Farzad Pourgholam
Abstract
The aim of this study was investigating the relationship between epistemological beliefs and educational burnout, by respect of the mediating role of self-regulation learning and achievement goals. 384 students of Shiraz Payame-Noor University were randomly selected through multistage cluster sampling. They then, answered to a questionnaire composed of self-regulation learning, epistemological beliefs, achievement goals and educational burnout scales. Conceptual model was analysed by AMOS. The results showed that achievement goals and self-regulation learning have a mediating role between the Epistemological Beliefs and educational burnout at level p Keywords: self-regulation learning, achievement goals, Epistemological Beliefs, educational burnout
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