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.
Azevedo, R.E., & Akdere, M. (2010). Measuring the effects of learning styles: is a little knowledge dangerous for excellence in management eduction?. Journal of Leadership & Organizational studies, 17(2), 192-200.
Busato, V.V., Prins, F.J., Elshout, J.J., & Hamakera, C. (1999). The relation between learning styles, the Big Five personality traits and achievement motivation in higher education. Journal Personality and Individual Differences, 26, 129-140.
Busato, V.V., Prins, F.J., Elshout, J.J., & Hamakera, C. (2006). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Journal Personality and Individual Diferences, 29 ,1057-1068.
Coffield, F., Moseley, D., Hall, E., & Eccleston, R. (2004). Learning Styles and pedagogy in post-16Learning.u.k: Learning skills Research center.
Felder, R.M. (1996). Matters of Styles. ASEE Prism, 6(24), 8-23. Web Site: http://www4.ncsu.edu/ unity/ lockers/users/f/felder/public/Papers/LS-Prism.htm.
Joy, S., & Kolb, D. (2009). Are there cultural differences in learning style? .International Journal of Intercultural Relations, 33–85.
Kolb, D. (1985). Learning Style Inventory: Technical Specifications. Boston: McBer and Company.
Kolb, A.Y., & Kolb, D.A. (2005a). Learning styles and learning spaces: Enhancing experiential learning in higher education. Academy of Management Learning and Education, 4, 193-212.
Kolb, A.Y., & Kolb, D.A. (2005b). The kolb Learning style inventory: version 3.1.2005.Tehnical specifications. Philadelphia, PA: Hay Group.
Kolb, A.Y., & Kolb, D.A. (2009). Experiential learning theory: A dynamic, holistic approach to management learning, education and development. Chapter 3 in Armstrong, S.J. & Fukami, C. (Eds.) Handbook of Management Learning, Education and Development. London: Sage Publications.
Lin, Y.G., Mckeachie, W.J., & Kim, Y.C. (2003). College Students intrinsic and/or extrinsic motivation and learning. Learning and Individual Differences, 13(3), 251-258.
Metin, M., Yilmaz, G.K., Biriçic, C., & Cokun, K. (2011). The investigating pre-service teachers’ learning styles with respect to the gender and grade level variables. Journal Procedia Social and Behavioral Sciences, 15, 2728–2732.
Ozkan, S. (2003). The Roles of motivational beliefs and learning styles on tenth grade students biology achievement. Journal of Educational Psychology, 24, 131-135.
Rui, Ma., & Rebecca, L. (2014). A diary study focucing on listening and speaking: the evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner: System, 43, 101-113.
Runco, M. (2007). Enhancment and the fulfillment of potential. Creativity, 319-373.
Sen, S., & Yilmaz, A. (2012). The effect of learning styles on students\' misconceptions and self efficacy for learning and performance. Journal Social and Behavioral Sciences, 46 ,1482-1486.
Shih-Chun, C., & Gamon, J. (2001). RelationShips Among Student motivation, Atitude, Learning styles and achievement. Journal of Agricultural Education, 42(4), 12-20.
Verma, B.P., & Gupta, M. (1996). Modes and styles of learning as functions of personality and motivation. Journal Psycho-lingua, 26, 37-42.
Williams, C.J. (2013). Generational perspective of higher education online student learning styles. unpublished doctoral dissertation, montana university.