رابطۀ راهبردهای شناختی ـ فراشناختی و ویژگی‌های جمعیت‌شناختی با عملکرد تحصیلی دانشجویان
محورهای موضوعی : تربیتیناهید بابائی امیری 1 , محمد باقر کجباف 2 , محمدمهدی مظاهری 3 , غلامرضا منشئی 4 , هوشنگ طالبی 5
1 - دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، ایران
2 - عضو هیأت علمی دانشگاه اصفهان
3 - عضو هیأت علمی دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)
4 - عضو هیأت علمی دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)
5 - عضو هیأت علمی دانشگاه اصفهان
کلید واژه: ویژگی‌های جمعیت‌شناختی دانشجویان, عملکرد تحصیلی, راهبردهای شناختی و فراشناختی,
چکیده مقاله :
هدف از این پژوهش تعیین رابطۀ راهبردهای شناختی ـ فراشناختی با عملکرد تحصیلی و بررسی عوامل مؤثر بر آنها از قبیل سن، جنس، رشته، شغل، مصرف دارو و تعداد مشروطی دانشجویان بود. روش پژوهش، توصیفی و از نوع همبستگی بود. جامعه آماری شامل کلیه دانشجویان دانشگاه آزاد واحد یادگار امام(ره) شهر ری که در نیمسال اول 93ـ1392 مشغول به تحصیل بودند، می‌گردید (22904=N). با روش نمونه‌گیری طبقه‌ای تصادفی 378نفر نمونه انتخاب شدند. ابزار پژوهش شامل پرسشنامه‌های اطلاعات شخصی و راهبردهای انگیزشی برای یادگیری (MSLQ) بود. برای تحلیل داده‌ها از رگرسیون، ضریب همبستگی پیرسون، آزمون تی و تحلیل واریانس یکطرفه استفاده شد. نتایج بیانگر رابطۀ مثبت و معنادار بین راهبردهای شناختی و فراشناختی با عملکرد تحصیلی دانشجویان بود (05/0P < ). بین عملکرد تحصیلی با کاربرد راهبردهای شناختی و فراشناختی در دانشجویان از نظر شغل، رشته و تعداد ترم‌های مشروطی تفاوت معناداری وجود داشت (05/0P < ). اما از نظر جنسیت و مصرف دارو تفاوت معناداری بین دانشجویان وجود نداشت.
This study was to determine the relationship between cognitive-meta cognitive strategies and students' academic performances, discipline, occupation, drug use and the number of their probation semesters. Method of study was descriptive and correlation. Statistical population included all students in the first semester of Azad University, Yadegar-e-Emam RH Branch (Ray city) in 2013-2014. (N=22904). Sample was selected by random stratified sampling method (N=378). Personal information and (MSLQ) motivational strategies for learning questionnaires were research instruments. For data analysis, regression, Pearson correlation coefficient, t-test and One–way ANOVA were used. The results indicated that there was a positive significant relationship between usage of cognitive-meta cognitive strategies and academic performance (P < 0.05). Considering students’ occupation, discipline and the number of their probation semesters, there was a significant relationship between students’ cognitive-meta cognitive strategies usage and their academic performances (P < 0.05). But considering gender and drug usage, there was no significant relationship.
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