چکیده:
ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ ارﺗﺒﺎط ﺳﺒﮏﻫﺎی ﯾﺎدﮔﯿﺮی و وﯾﮋﮔﯽﻫـﺎی ﺷﺨﺼـﯿﺘﯽ ﺑﺎ آﻣﺎدﮔﯽ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎه ﺗﺒﺮﯾﺰ ﺑﺮای ﯾﺎدﮔﯿﺮی ﺧﻮد رﻫﺒـﺮ ﺑـﻮد. ﺟﺎﻣﻌـﻪ آﻣـﺎری ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن ﮐﺎرﺷﻨﺎﺳﯽ داﻧﺸﮕﺎه ﺗﺒﺮﯾﺰ ﺑﻮد ﮐﻪ از ﺑﯿﻦ آﻧﺎن 346 داﻧﺸـﺠﻮ در رﺷﺘﻪﻫﺎی ﻣﺨﺘﻠﻒ ﺗﺤﺼﯿﻠﯽ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی ﺧﻮﺷـﻪی ﭼﻨـﺪ ﻣﺮﺣﻠـﻪ ای اﻧﺘﺨﺎب ﺷﺪﻧﺪ. روش ﭘﮋوﻫﺶ ﺗﻮﺻـﯿﻔﯽ از ﻧـﻮع ﻫﻤﺒﺴـﺘﮕﯽ اﺳـﺖ. ﺑـﺮای اﻧـﺪازه ﮔﯿـﺮی ﻣﺘﻐﯿﺮﻫﺎ از ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﺒﮏﻫﺎی ﯾﺎدﮔﯿﺮی ﮐﻠﺐ )LSD (، ﭘﺮﺳﺸﻨﺎﻣﻪ ﺷﺨﺼﯿﺘﯽ ﻧﺌﻮ- ﻓـﺮم ﮐﻮﺗﺎه )Neo-FFI و ﻣﻘﯿﺎس آﻣﺎدﮔﯽ ﺑﺮای ﯾﺎدﮔﯿﺮی ﺧﻮد رﻫﺒﺮ ) SDLR اﺳﺘﻔﺎده ﮔﺮدﯾـﺪ. دادهﻫﺎی ﺑﺪﺳﺖ آﻣﺪه ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰار آﻣﺎری SPSS ﻣـﻮرد ﺗﺠﺰﯾـﻪ و ﺗﺤﻠﯿـﻞ ﻗـﺮار ﮔﺮﻓﺖ. آزﻣﻮن ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن ﻧﺸﺎن داد ﮐـﻪ ﺑـﯿﻦ ﺷـ ﯿﻮهﻫـﺎی ﯾـﺎدﮔﯿﺮی ﺷـﻨﺎﺧﺘﯽ و آﻣﺎدﮔﯽ ﺑﺮای ﯾﺎدﮔﯿﺮی ﺧﻮد- رﻫﺒﺮ راﺑﻄﻪ ﻣﻌﻨﯽ دار وﺟﻮد ﻧﺪارد. ﻧﺘﺎﯾﺞ ﺣﺎﺻﻞ از ﺗﺤﻠﯿـﻞ وارﯾﺎﻧﺲ ﯾﮏ ﻃﺮﻓﻪ ﻧﺸﺎن داد ﮐﻪ ﺗﻔـﺎوت ﻣﻌﻨـﯽ داری در ﺳـﻄﺢ ﯾـﺎدﮔﯿﺮی ﺧـﻮد رﻫﺒـﺮدارﻧﺪﮔﺎن ﺳﺒﮏﻫﺎی واﮔﺮا، ﻫﻤﮕﺮا، ﺟﺬب ﮐﻨﻨﺪه و اﻧﻄﺒﺎق ﯾﺎﺑﻨـﺪه وﺟـﻮد ﻧـﺪارد. ﻫﻤﭽﻨـﯿﻦ ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﻧﺸﺎن داد ﮐﻪ ﻋﻮاﻣﻞ ﺑﺮون ﮔﺮاﯾﯽ، ﺗﻮاﻓﻖ ﭘـﺬﯾﺮی و ﺑـﺎ وﺟـﺪان ﺑﻮدن آﻣﺎدﮔﯽ ﺑﺮای ﯾﺎدﮔﯿﺮی ﺧـﻮد رﻫﺒـﺮ را در ﺟﻬـﺖ ﻣﺜﺒـﺖ ﭘـﯿﺶ ﺑﯿﻨـﯽ ﻣـﯽﮐﻨﻨـﺪ و ﻧﻮروﺗﯿﺴﺰم آﻣﺎدﮔﯽ ﺑﺮای ﯾﺎدﮔﯿﺮی ﺧﻮد رﻫﺒﺮ را در ﺟﻬﺖ ﻣﻨﻔﯽ، ﭘﯿﺶﺑﯿﻨﯽ ﻣﯽﮐﻨﺪ.
The purpose of this study was causal model of self-directed learning، academic values and students' perception of faculty performance quality. Statistical population consist of 756 undergraduate courses students related to the human sciences، engineering، and science group of Hormozgan university in the 1390-91 academic year that 456 students were selected with stage cluster sampling method. Three questionnaires were used: students' self-direction، academic values and students' perception of faculty performance quality which were distributed and collected after calculation of validity and reliability. Data analyzed by using the path analyze and multivariable regression. The results showed that: awareness، learning strategies learning activities، evaluation and interpersonal skills were a significant positive anticipant of students' perception of faculty performance quality based on professional role، relationships، management of course، teaching and coaching، cultural competency monitors and ensures quality education، quality of feedback، homework and classroom management. Awareness، learning strategies learning activities، evaluation and interpersonal skills were a significant positive anticipant of students' task and grade values. Students' task and grade values were a significant positive anticipant of their perception of faculty performance quality.