تدوین مدل اشتیاق تحصیلی برمبنای راهبردهای یادگیری و آگاهی فرا شناختی با میانجی گری باورهای انگیزشی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی روانشناسی تربیتی،گروه روانشناسی تربیتی، دانشکده روانشناسی وعلوم تربیتی، دانشگاه آزاد اسلامی، سنندج ،ایران.

2 عضو هیات علمی،گروه روانشناسی تربیتی ، دانشکده روانشناسی وعلوم تربیتی، دانشگاه آزاد اسلامی ،سنندج ،ایران.

3 عضو هیات علمی ،گروه روانشناسی تربیتی، دانشکده روانشناسی وعلوم تربیتی، دانشگاه آزاد اسلامی، سنندج ،ایران.

4 عضو هیات علمی ،گروه روانشناسی عمومی ، دانشکده روانشناسی وعلوم تربیتی، دانشگاه آزاد اسلامی، سنندج ،ایران

چکیده

هدف پژوهش حاضر، تدوین مدل اشتیاق تحصیلی برمبنای راهبردهای یادگیری و آگاهی فرا شناختی با میانجیگری باورهای انگیزشی در دانش آموزان دوره دوم متوسطه ناحیه سه کرمانشاه بود. روش پژوهش، همبستگی(معادلات ساختاری) و جامعه آماری، شامل تمامی دانش آموزان دختر ناحیه سه کرمانشاه بود. از بین دانش آموزان  375 نفر از آنها به عنوان نمونه آماری انتخاب شدند و روش نمونه گیری روش طبقه­ای­ نسبتی بود.  ابزار پژوهش پرسشنامه اشتیاق تحصیلی ( پنتریج و همکاران،1991)، پرسشنامه آگاهی فراشناختی (مختاری و ریچارد،2002)، پرسشنامه راهبردهای یادگیری (فلاول مایر- وین اشتاین ،1988) و پرسشنامه باورهای انگیزشی (پنتریچ و دی گروت،1990) بود. داده های به دست آمده، به روش رگرسیون چندگانه و الگویابی معادله ساختاری آزمون شد. یافته ها: نتایج نشان داد راهبردهای یادگیری به صورت مستقیم قدرت پیش اشتیاق تحصیلی را دارند. اما آگاهی فراشناختی به صورت مستقیم قدرت پیش بینی اشتیاق تحصیلی را ندارند. همچنین  باورهای انگیزشی به طور سهمی نقش واسطه ای بین راهبردهای یادگیری و آگاهی فرا شناختی با اشتیاق تحصیلی را دارد. مدل مفهومی پژوهش با داده های گرد آوری شده برازش مناسبی دارد و در سطح5 0/0 معنادار و مورد تأیید می باشد بنابراین محیط های آموزشی باید به دنبال پرورش سازه های مرتبط با اشتیاق تحصیلی در دانش آموزان  باشد.
 
واژگان کلیدی: 
 

کلیدواژه‌ها


عنوان مقاله [English]

Formation of an Educational Passion Model Based on Learning Strategies and Meta-Cognitive Awareness by Interacting Motivational Beliefs

نویسندگان [English]

  • farideh hemati 1
  • Hoshang Jadidi 2
  • Yahya Yarahmadi 3
  • Maryam Akbari 4
1 Farideh Hemati*: Student in Educational Psychology, Department of Educational Psychology, Psychology and Educational Sciences school, Islamic Azad University, sanandaj, Iran.
2 Faculty member, Department of Educational Psychology, School of Psychology and Educational Sciences , Islamic Azad University, Sanandaj, Iran.
3 Faculty member, Department of Educational Psychology, Psychology and Educational Sciences, Islamic Azad University, Sanandaj, Iran.
4 Faculty member, Department of Educational Psychology, School of Psychology and Educational Sciences, Islamic Azad University, Sanandaj, Iran.
چکیده [English]

The aim of the present study was to develop  an academic engagement model based on learning strategies and and meta-cognitive awareness with regard to the mediator role of Motivational Beliefs within high schools in Kermanshah-3- distrinct, Iran. The research method was correlation (structural equation modeling). Moreover, the statistical population imcluded all female students in district 3 of Kermanshah during 1396-97 academic years, and 375 of whom were selected through stratified random sampling. Then, data was collected by academic engagement of Pentrej et al questionnaire (1991), Mokhtari and Richard Metacognitive Awareness Questionnaire (2002), Flavel Meyer-Wayne of learning strategies Inventory (1988) andPentrich & De Groot Motivational Beliefs Questionnaire (1990). Multiple Regression and Structural Equation Modeling were used to evaluate the obtained findingsindings. The results showed that learning strategies had directly the power of academic pre-engagement. Although, metacognitive awareness were not capable to directly predict academic engagement. Also, motivational beliefs had an intermediate role among learning strategies and meta-cognitive awareness with academic engagement.
Finally, the result showed that the research conceptual model has a proper relationship with the collected data and the coefficient between variables was significant at a level of 0.05. Therefore, educational environments should seek to foster academic structures regarding to students’ academic enthusiastic achivements.

کلیدواژه‌ها [English]

  • academic engagement
  • meta-cognitive awareness
  • Motivational Beliefs
  • learning strategies

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