فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشکده روان‌شناسی و علوم تربیتی دانشگاه شیراز،شیراز،ایران

2 مطالعات درسی،دانشگاه شیراز،شیراز،ایران

10.22061/tej.2015.351

چکیده

هدف اصلی از انجام این پژوهش، بررسی رابطه بین خودکارآمدی تحصیلی، یادگیری خود تنظیم و دستاوردهای تحصیل بود. پژوهش از نوع همبستگی و جامعه آماری شامل تمامی دانشجویان سال آخر (نیم­سال هشتم مقطع کارشناسی و نیم­سال سوم مقطع کارشناسی ارشد) در سال تحصیلی 91- 92 دانشگاه شیراز بوده است. نمونه ای با حجم 235 نفر بر اساس روش نمونه گیری خوشه­ای مرحله­ای انتخاب شد. از بین هر یک از دانشکده­های فنی و مهندسی، هنر و معماری، علوم انسانی و علوم پایه دو کلاس کارشناسی و دو کلاس کارشناسی ارشد به صورت تصادفی انتخاب گردیدند و تمامی دانشجویان این کلاس­ها مورد مطالعه قرار گرفتند. ابزارهای این پژوهش، پرسش­نامه خودکارآمدی تحصیلی (زاژاکووا، لینچ و اسپنشاد، 2005)،   پرسش­نامه یادگیری خودتنظیم (پینتریچ و دی گروت، 1990) و پرسش­نامه محقق ساخته دستاوردهای تحصیلی دانشجویان بود که پس از محاسبه روایی و پایایی، بین افراد نمونه توزیع گردید. نتایج تحلیل مسیر نشان داد که: 1- خودکارآمدی تحصیلی پیش بینی کننده مثبت و معنی دار دستاوردهای تحصیلی دانشجویان است. 2- خودکارآمدی تحصیلی پیش بینی کننده مثبت و معنی دار یادگیری خودتنظیم است. 3- یادگیری خود تنظیم با کنترل خودکارآمدی تحصیلی، پیش بینی کننده مثبت و معنی دار دستاوردهای تحصیلی دانشجویان است. 4- یادگیری خود تنظیم نقش واسطه­ای در ارتباط بین خودکارآمدی تحصیلی و دستاوردهای تحصیلی دانشجویان دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Causal Model of Academic Self-Efficacy, Self-Regulated Learning and Student’s Academic Gains

نویسندگان [English]

  • R. Sheikholeslami 1
  • M. Mohamadi 1
  • R. Naser Jahromi 2
  • M. Kousari 2

1 Faculty of Psychology and Educational Sciences, Shiraz University, Shiraz, Iran

2 Curriculum Development, Shiraz University,Shiraz,Iran

چکیده [English]

The purpose of this study is a causal model of academic self-efficacy, self-regulated learning and students’ academic gains. This study is a descriptive- correlation research and statistical population consist of all senior students (eight semesters of undergraduate and three semesters of graduate) of Shiraz University in the 1391-92 academic year. 235 students were selected with stage cluster sampling method that contain students of different colleges  such as engineering, arts and architecture, humanities and sciences, two classes, undergraduate and graduate were selected randomly.
Research tools were academic self-efficacy questionnaire (Zajacova, Lynch & Espenshade, 2005), self-regulated learning questionnaire (Pintrich & Degroot, 1990) and students’ academic gains researcher made questionnaire which was distributed and collected after calculation of validity and reliability. Data analyzed by using the path to analyze and multivariable regression. The results showed that:
1)Academic Self-Efficacy is a significant positive anticipant of students’ academic gains.
2)Academic Self-Efficacy is a significant positive anticipant of self-regulated learning.
3)Self-regulated learning is a significant positive anticipant of students’ academic gains with academic self-efficacy control.
4)Self-regulated learning is mediating role in the relationship between academic self-efficacy and students’ academic gains.

کلیدواژه‌ها [English]

  • Academic Self-Efficacy
  • Self-Regulated Learning
  • Academic Gains

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