بررسی رابطه یادگیری خودراهبر با سازگاری تحصیلی و عملکرد تحصیلی در بین دانشجویان دانشگاه علوم پزشکی قم

نویسندگان

1 کارشناس ‌ارشد علوم تربیتی، گروه علوم‌تربیتی، دانشکده علوم‌تربیتی و روانشناسی ، دانشگاه علامه طباطبایی، تهران، ایران

2 کارشناس ارشدعلوم‌تربیتی، گروه علوم تربیتی و روانشناسی، دانشکده علوم انسانی، دانشگاه اراک، اراک، ایران.

چکیده

یادگیری‌ خودراهبر به یکی از اهداف اصلی آموزش‌ و پرورش مبدل شده است. مطالعه حاضر با هدف بررسی رابطه یادگیری‌ خودراهبر با سازگاری ‌تحصیلی و عملکرد‌ تحصیلی در بین دانشجویان دانشگاه علوم‌پزشکی قم انجام شد. در این پژوهش،‌ نمونه‌ای شامل 303‌ نفر از دانشجویان دانشگاه علوم ‌پزشکی قم انتخاب شدند. داده‌ها از طریق پرسشنامه یادگیری‌ خودراهبر فیشر و پرسشنامه سازگاری‌ تحصیلی بیکر و سریاک جمع-آوری شد. اطلاعات با استفاده از ضریب همبستگی پیرسون، آزمون ‌‌t مستقل و رگرسیون ‌چندگانه به شیوه همزمان، تجزیه‌ و تحلیل شدند. بین کل مقیاس یادگیری ‌خودراهبر و زیر مقیاس‌های آن‌ (مهارت‌ خودکنترلی، رغبت به یادگیری و مهارت‌ خودمدیریتی) ‌با سازگاری‌ تحصیلی ‌و عملکرد ‌تحصیلی همبستگی مثبت و معناداری وجود داشت. همچنین بین سازگاری ‌تحصیلی با عملکرد‌ تحصیلی رابطه مثبت و معناداری به‌دست آمد. نتایج آزمون ‌t مستقل نشان داد که بین دانشجویان دختر و پسر در یادگیری خودراهبر کل‌ (04/0=p) و دو بعد مهارت خودکنترلی‌(02/0=p) و رغبت به یادگیری‌ (01/0=p) تفاوت معناداری وجود داشت. اما تفاوت میانگین مهارت خودمدیریتی در دانشجویان دختر و پسر به لحاظ آماری معنادار نبود. همچنین بین سازگاری‌ تحصیلی دانشجویان دختر با پسر تفاوت معناداری وجود نداشت. اما بین عملکرد‌ تحصیلی دانشجویان دختر با پسر تفاوت معناداری مشاهده شد ‌(001/0p=). در نهایت، نتایج حاصل از تحلیل رگرسیون‌ چندگانه نشان داد که یادگیری‌ خودراهبر و عملکرد‌ تحصیلی به شکل مثبت و معناداری پیش‌بینی‌کننده سازگاری ‌تحصیلی هستند و حدود 23/0 از واریانس سازگاری ‌تحصیلی از طریق این دو متغیر پیش‌بینی می‌شود. بر اساس نتایج به دست آمده، شایسته است که برنامه‌ریزان و دست‌اندرکاران آموزش عالی فرصتی را فراهم نمایند تا دانشجویان خودراهبر بودن برای یادگیری مادام‌العمر را فرا بگیرند تا از این طریق آنان را به یادگیرندگان فعال، اندیشه‌ورز، فکور، خودارزشیاب و سازگار مبدل سازند.

کلیدواژه‌ها


عنوان مقاله [English]

The Relationship between Self- Directed Learning with Academic Adjustment and Academic Performances in Students in Qom University of Medical Sciences

نویسندگان [English]

  • Mahin Ghomi 1
  • zahra moslemi 2
  • Seyed Davood Mohammadi
1 M.Sc. Educational Sciences. Educational Sciences Department, Educational Sciences & Psychology Faculty, Allameh Tabatabaei University, Tehran, Iran
2 M.Sc. Educational Science. Educational Sciences & Psychology Department, Human Sciences Faculty, Arak University, Arak, Iran
چکیده [English]

Self-directed learning has become one of the primary aims of education in the last few decades. The aim of the present research was to investigate the relationship between self-directed learning with Academic Adjustment and Academic Performances among students in the Qom University of Medical Sciences. This study was conducted on 303 students in Qom University of Medical Sciences. Data were collected through two standard questionnaires on Meta cognitive inventory of ‌O’neill, and Abedi and self-directed learning questionnaire of Fisher’s. Data were analyzed using descriptive statistics methods, Pearson correlation, Independent t-test and Multiple Regression Analysis. The results of Pearson correlation test showed that there was significant positive relationship between total self-directed learning scale and its sub-scales namely self-control, desire to learning and self-management with academic adjustment and academic performances. There was also a significant positive relationship between academic adjustment and academic performances. According to Independent t-test results, there was significant difference between female and male students’ in total self-directed learning scores (p=0/04), and two components of it: self-control‌ (p=0/02) and desire to learning ‌(p=0/01). Although, there was no meaningful significant difference between female and male students’ mean of self-management, and there was no significant difference between female and male students’ in academic adjustment; whereas, there was a significant difference between male and female students’ in academic performances‌ (0/001). Finally, Multiple Regression Analysis revealed that two components namely self-directed learning and academic performance predicted 23% of academic adjustment variance. Based on results, it is recommended that planners and administrators of higher education provide opportunity for students to learn self-directed strategy for lifelong learning and being active learners, thinkers, self-evaluators and adaptable ones

کلیدواژه‌ها [English]

  • self
  • directed Learning
  • academic adjustment
  • Academic performance
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