نقش واسطه ای اشتیاق تحصیلی در رابطه بین فراشناخت و اضطراب کامپیوتر دانشجویان
محورهای موضوعی : فن‎آوری اطلاعاتمهتاب یکانی 1 , ارسلان خان محمدی اطاقسرا 2
1 - استادیار ، دانشگاه آزاد اسلامی، واحد تهران شمال، تهران، ایران.
2 - .استادیار گروه روانشناسی،واحد آیت الله آملی، دانشگاه آزاد اسلامی، آمل، ایران
کلید واژه: اضطراب رایانه, فراشناخت, اشتیاق تحصیلی,
چکیده مقاله :
هدف پژوهش حاضر بررسی نقش واسطه ای اشتیاق تحصیلی در رابطه بین فراشناخت و اضطراب کامپیوتر دانشجویان میباشد . روش پژوهش حاضر از نوع توصیفی بوده وبه شیوه معادلات ساختاری انجام پذیرفته است .جامعه آماری شامل کلیه دختران دانشجوی مقطع کارشناسی دانشکده روانشناسی و علوم تربیتی واحد تهران مرکز بوده است. با استفاده از روش نمونه در دسترس تعداد ۲۲۵ دانشجو داوطلب انتخاب شدند و در پژوهش شرکت کردند وبه پرسشنامه اشتیاق تحصیلی (Frederick et all,2004)، فراشناخت Wells et all,2004) )و اضطراب کامپیوتر (Heinssen et all,1987) پاسخ دادند . برای تجزیه و تحلیل اطلاعات از مدل یابی معادلات ساختاری به کمک نرم افزار های spss18 و Amoss23 استفاده شد .یافته ها نشان داد فراشناخت و اشتیاق تحصیلی بر اضطراب کامپیوتر اثری برابر262/0_ و ۲۳۱/۰- دارند و مسیرهای فراشناخت و اشتیاق تحصیلی به طور مشخص ۸۰/۰ و ۶۰/۰ از واریانس مشترک اضطراب کامپیوتر را تبیین و پیش بینی می کنند . براساس نتایج بدست آمده میتوان گفت که اشتیاق تحصیلی در رابطه بین فراشناخت و اضطراب رایانه نقش واسطه گری ایفا می نماید .
The present study is to investigate the mediating role of academic enthusiasm in the relationship between metacognition and computer anxiety of students. Method: The current research is of a descriptive type and was carried out using the method of structural equations. Statistical population: It included all undergraduate female students of the Faculty of Psychology and Educational Sciences, Tehran Center. Using available sample method, 225 volunteer students were selected and participated in the research and answered the questionnaire of academic enthusiasm (Frederick et all, 2004), metacognition (Wells et all, 2004) and computer anxiety (Heinssen et all, 1987). . For data analysis, structural equation modeling was used with the help of spss18 and Amoss23 software. Findings: Metacognition and academic enthusiasm have an effect of -0.262 and -0.231 on computer anxiety, and the paths of metacognition and academic enthusiasm are clearly 0.80 and 0.60 of the common variance explain and predict computer anxiety. Conclusion: Based on the obtained results, it can be said that academic enthusiasm plays a mediating role in the relationship between metacognition and computer anxiety.
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