مدل یابی معادلات ساختاری رابطه بین یادگیری خودراهبر، سبک‌های یادگیری و راهبردهای یادگیری با پیشرفت تحصیلی درس زبان انگلیسی دانش‌آموزان پیش دانشگاهی مدارس دولتی شهر اصفهان
محورهای موضوعی : پژوهش در برنامه ریزی درسیمجید شریفی قورتانی 1 , محمدعلی نادی 2
1 - 1کارشناس ارشد مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی اصفهان (خوراسگان)، اصفهان، ایران
2 - 2دانشیار، مدیریت آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی اصفهان (خوراسگان)، اصفهان، ایران
کلید واژه: پیشرفت تحصیلی, راهبردهای یادگیری, یادگیری خودراهبر, مدل معادلات ساختاری, سبک‌های یادگیری,
چکیده مقاله :
این پژوهش با هدف مدل یابی معادلات ساختاری رابطه بین یادگیری خودراهبر، سبک‌های یادگیری و راهبردهای یادگیری با پیشرفت تحصیلی درس زبان انگلیسی دانش آموزان پیش دانشگاهی مدارس دولتی شهر اصفهان به اجرا درآمد. روش آن توصیفی از نوع علّی ـ همبستگی بود. با روش نمونه گیری تصادفی طبقه ای، حجم نمونه370 نفر (168پسر و 202 دختر) انتخاب شدند. ابزار پژوهش پرسشنامه‌های یادگیری خودراهبر، سبک‌های یادگیری و راهبردهای یادگیری بودند. پس از جمع‌آوری داده‌ها برای تحلیل، درسطح آمار استنباطی از نرم افزارSPSS نسخه 18 ، ماتریس همبستگی و برای تعیین برازش مدل علّی، از نرم افزار ایموس استفاده شد. یافته ها نشان داد که سبک های یادگیری و راهبردهای یادگیری با پیشرفت تحصیلی رابطه دارد. مدل طراحی شده در پژوهش براساس الگوی معادلات ساختاری برازش گردید و شاخص برازش تطبیقی (CFI) 937/.، شاخص برازندگی تطبیقی مقتصد (PCFI) 711/. و جذر واریانس خطای تقریب (RMSEA) 067/0 به دست آمد که نشان داد مدل دارای برازش خوبی بوده است. یافته های مدل معادلات ساختاری در پژوهش نشان داد که یادگیری خودراهبر و سبک های یادگیری به طور مستقیم و غیر مستقیم و راهبردهای یادگیری فقط به طور مستقیم بر پیشرفت تحصیلی تأثیر دارند. راهبردهای یادگیری بیشترین تأثیر را بر پیشرفت تحصیلی دارد
The purpose of this research was to Structural equation modeling of relationship between self-directed learning, learning styles and learning strategies with academic achievement of English language in public pre-university schools in Isfahan. This descriptive research was causal-correlation. 370 students were selected by stratified random sampling (168 boys and 202 girls). The research instruments were self- directed learning, learning styles, and learning strategies questionnaires. By Spss 18, correlation matrix was used to analyze data, and AMOS was used to determine the goodness-of fit of causal model. The results showed that there is a relationship between learning styles, learning strategies and educational achievement. The designed model in the research was goodness-of fit based on structural equation models. The indicators were obtained: CFI= 0.937, PCFI =0.711, and RMSEA=0.067. They showed that the model had goodness-of fit. The findings of the structural equation model in research showed self-directed learning and learning styles affected directly and indirectly on the educational achievement but learning strategy effected directly on educational achievement. Learning strategies have the most influence on the educational achievement.
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