رابطه بین خودکارآمدی و رضایت تحصیلی با پیشرفت تحصیلی در درس ریاضی دانش‌آموزان پایه سوم دوره دوم متوسطه شهر اصفهان در سال تحصیلی 93-92
محورهای موضوعی : پژوهش در برنامه ریزی درسیسیدعلی میرحیدری 1 , محمدرضا نیستانی 2
1 - دانشجوی کارشناسی ارشد برنامه ریزی درسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران
2 - عضو هیأت علمی دانشگاه اصفهان
کلید واژه: خودکارآمدی, رضایت از تحصیل, پیشرفت تحصیلی,
چکیده مقاله :
هدف از انجام پژوهش حاضر بررسی رابطه خودکارآمدی و رضایت از تحصیل با پیشرفت تحصیلی در درس ریاضی دانش‌آموزان سال سوم رشته ریاضی و فیزیک دوره متوسطه دوم شهر اصفهان بوده است. این پژوهش از نوع توصیفی ـ همبستگی بوده است که نمونه پژوهش با استفاده از روش نمونه‌گیری تصادفی چندمرحله‌ای، از میان دانش‌آموزان پایه سوم رشته ریاضی و فیزیک دوره دوم متوسطه شهر اصفهان در سال تحصیلی 93-92 تعداد 354 نفر(با استفاده از جدول مورگان) که ملاک‌های ورود به پژوهش را دارا بودند، انتخاب شدند. ابزار جمع‌آوری اطلاعات پرسشنامه خودکارآمدی کودکان و نوجوانان(Moris, 2001) با ضریب آلفای 83/0، پرسشنامه رضایت از تحصیل با ضریب آلفای 72/0 و کارنامه نهایی بود که دو پرسشنامه اول توسط دانش‌آموزان تکمیل گردید. به منظور تجزیه و تحلیل آماری داده‌‌ها نیز از روش تحلیل ضریب همبستگی پیرسون و رگرسیون چندگانه به شیوه همزمان با استفاده از بسته نرم افزاری تحلیل آماری spss20 استفاده شد. تحلیل داده‌‌ها نشان داد که در سطح خطای 01/0، باورهای خودکارآمدی(48/0=r) و رضایت از تحصیل دانش‌آموزان(35/0=r) با پیشرفت تحصیلی آنها دارای رابطه معنادار است. بنابر یافته‌های این مطالعه باورهای خودکارآمدی و رضایت از تحصیل توانسته‌اند پیشرفت تحصیلی دانش‌آموزان را به شکلی معنادار پیش‌بینی نمایند(05/0>p ).
The objective of this research is to investigate about the relationship between self –efficacy and educational satisfaction with the academic achievement in math between third grade of second cycle of secondary school students. This research is of a kind of descriptive – correlative one. Multi-stage random sampling technique has been applied among the third grade students in the second cycle of secondary school in ISFAHAN in 2013-14. A total of 364 individuals have been selected based on to inclusion criteria. Data collection tools include the children and teenager self –efficacy questionnaire, Morris 2001, (p=%83) and satisfaction questionnaire (p=%72) as well as final student's records. The first two questionnaires have been completed by students. For statistical analysis of data, Pearson's correlation coefficient and Regression's multiple analysis are utilized. The findings reveal that self-efficacy(r=%48) and student's satisfaction( r=%35) have a meaningful relationship with the achievements of students. According to the results of this research, it can be said that self –efficacy and student satisfaction can predict the achievements of student.
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