بررسی رابطه بین کیفیت تجارب یادگیری با استرس علمی و خودکارآمدی پژوهشی دانشجویان

نوع مقاله: مقاله پژوهشی

نویسندگان

عضو هیأت علمی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران.

چکیده

هدف پژوهش بررسی تأثیر کیفیت تجارب یادگیری بر استرس علمیو احساس خودکارآمدی پژوهش دانشجویان پزشکی دانشگاه علوم پزشکی شیراز بود. روش پژوهش مطالعه حاضر توصیفی از نوع همبستگی است. نمونه تحقیق شامل 268 نفر از دانشجویان پزشکی دانشگاه علوم پزشکی شیراز بود که با استفاده از روش نمونه‌گیری خوشه‌ای تصادفی، انتخاب شدند. ابزارهای این پژوهش شامل مقیاس‌های کیفیت تجارب یادگیری، استرس علمیو احساس خودکارآمدی پژوهش بود که پس از محاسبه روایی و پایایی آن‌ها، بین نمونه­ توزیع و داده‌ها با استفاده از مدل معادلات ساختاری تحلیل شدند. یافته‌ها نشان داد که کیفیت تجارب یادگیری دانشجویان تأثیر مثبت و معناداری بر خودکارآمدی پژوهشی و تأثیر منفی و معناداری بر استرس علمی دارد. همچنین استرس علمی تأثیر منفی و معناداری بر خودکارآمدی پژوهشی دارد. که این نتایج حاکی از روابط معنادار بین کیفیت تجارب یادگیری، استرس علمی و خودکارآمدی پژوهشی می‌باشد و این بیانگر آن است که رابطه بین کیفیت تجارب یادگیری با خودکارآمدی پژوهشی آنان به دو صورت مستقیم و غیرمستقیم با واسطه استرس علمی می‌باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Investigating the Relationship between Quality of Learning Experiences with Academic Stress and Research Self-Efficacy of Students

نویسندگان [English]

  • Elham heidari
  • Rahmatalah Marzooghi
  • fahimeh keshavarzi
Fuculty member, Department of Administration and Educational Planning, College of Education & Psychology Sciences, Shiraz University, Shiraz, Iran.
چکیده [English]

The purpose of this study was to investigate the effectiveness ofquality of learning experience on academic stressand research self-efficacy of medical students. Hence, the research method was a descriptive correlational study. The research sample also consisted of 268 medical students at Shiraz University of Medical Sciences those were selected by cluster random sampling method. In addiotion, the research tools included quality of learning experience scale, academic stressscale and Research self-efficacy scale. After confirming their validity and reliability, the scales were distributed among the samples, and then the data were analyzed using structural equation model. Findings consequently showed that the quality of learning experience had a positive and significant effect on Research self-efficacy, although  it had a negative and significant effect on academic stress.  Correspondingly, academic stress caused a negative and significant effect on Research self-efficacy. These results indicated the existence of a significant relationship between the quality of learning experiences, academic stressand self-efficacy of research, therefore, this suggests that the relationship between the quality of learning experiences and their research effectiveness is directly and indirectly impacted by academic stress.

کلیدواژه‌ها [English]

  • quality of learning experience
  • academic stress
  • Research Self-Efficacy
  • University Students
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