پیش‌بینی انگیزش پیشرفت براساس سبک‌های یادگیری کلب در دانش‌آموزان دورۀ متوسطۀ شهر تهران
محورهای موضوعی : تربیتیلیلا رضائی 1 , حسن احدی 2 , حسن اسد زاده 3
1 - دانشجوی دکتری، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات تهران، ایران
2 - عضو هیأت علمی، دانشگاه آزاد اسلامی، واحد علوم و تحقیقات
3 - عضو هیأت علمی، دانشگاه علامه طباطبایی، گروه روان‌شناسی تربیتی، ایران
کلید واژه: سبک‌های یادگیری کلب, دانش‌آموزان متوسطه, انگیزش پیشرفت,
چکیده مقاله :
هدف این پژوهش پیش‌بینی انگیزش پیشرفت براساس سبک‌های یادگیری کُلب در دانش‌آموزان دورۀ متوسطه شهر تهران بود. طرح پژوهش از نوع همبستگی است. جامعۀ آماری پژوهش همۀ دانش‌آموزان دورۀ متوسطۀ شهر تهران در سال تحصیلی 93ـ1392بودند. نمونه‌ای شامل 720 دانش‌آموز (360 دختر، 360 پسر) به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزاره اندازه‌گیری شامل پرسشنامه سبک‌های یادگیری (کلب و کلب 3،1ـ 2005) و پرسشنامۀ انگیزش پیشرفت (هرمنس، 1970) بود. داده‌ها با استفاده از رگرسیون گام به گام تحلیل گردید. نتایج پژوهش نشان داد از بین سبک‌های یادگیری کلب، پس از حذف سبک‌های یادگیری جذب‌کننده، همگرا و انطباق‌یابنده که تأثیر معناداری بر انگیزش پیشرفت نداشتند، فقط متغیر سبک یادگیری واگرا به‌صورت معناداری قادر به پیش‌بینی انگیزش پیشرفت دانش‌آموزان بود (05/0 P&le).
This study was aimed at predicting achievement motivation based on Kolb's learning styles among high school students in Tehran. The research design was correlational. The population included all high school students in 2013. 720 students (360 girls, 360 boys) were selected through multi-stage random cluster sampling. The instruments were Learning Styles Inventory (Kolb & Kolb 3, 1 2005) and Achievement Motivation Test (Hermans, 1970). Data were analyzed by stepwise regression analysis. The results showed that among Kolb's learning styles only divergent learning style could predict achievement motivation of students significantly (P&le0.05). It should be pointed out that other learning styles including assimilator, convergent and accommodator which showed no significant effect on achievement motivation were eliminated.
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