چکیده:
ﻫﺪف ﮐﻠﯽ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺮرﺳﯽ ﻣﯿﺰان رﺿﺎﯾﺖ و ﻧﮕﺮش داﻧﺸﺠﻮﯾﺎن ﮐﺎرﺷﻨﺎﺳﯽارﺷﺪ آﻣﻮزشﻣﺤﻮر از ﺗﺤﺼﯿﻞ ﺑﻪ ﺷـﯿﻮه ﻣـﺬﮐﻮر در داﻧﺸـﮕﺎه اﺻـﻔﻬﺎن ﺑـﻮد . ﺟﺎﻣﻌـﻪ آﻣـﺎری ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن ﮐﺎرﺷﻨﺎﺳـﯽ ارﺷـﺪ آﻣـﻮزش ﻣﺤـﻮر ﺗـﺮم ﺳـﻪ داﻧﺸـﮕﺎه اﺻﻔﻬﺎن )112 ﻧﻔﺮ( در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 91-90 ﺑﻮدﻧﺪ. ﻧﻤﻮﻧﻪ آﻣﺎری ﺑﺮاﺑﺮ ﺑـﺎ ﺣﺠـﻢ ﺟﺎﻣﻌـﻪ اﻧﺘﺨﺎب ﺷﺪ ﻟﺬا ﺗﻌﺪاد 112 ﭘﺮﺳﺸﻨﺎﻣﻪ اﺟﺮا ﺷﺪ ﮐﻪ در ﻧﻬﺎﯾﺖ86 ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺎزﮔﺸﺖ ﺷـﺪ. روش ﭘــﮋوﻫﺶ ﺗﻮﺻــﯿﻔﯽ از ﻧــﻮع ﭘﯿﻤﺎﯾﺸــﯽ ﺑــﻮده و اﻃﻼﻋــﺎت ﻣــﻮرد ﻧﯿــﺎز از ﻃﺮﯾــﻖ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺟﻤﻊ آوری ﺷﺪه اﺳﺖ. رواﯾﯽ ﺻﻮری ﭘﺮﺳﺸﻨﺎﻣﻪ ﭘﺲ از اﺟﺮای ﻣﻘﺪﻣﺎﺗﯽ ورﻓﻊ اﺷﮑﺎل ﺗﻮﺳﻂ ﭘﻨﺞ ﻧﻔﺮ از اﺳﺎﺗﯿﺪ داﻧﺸﮕﺎه اﺻﻔﻬﺎن ﻣﻮرد ﺗﺎﯾﯿﺪ ﻗﺮار ﮔﺮﻓﺖ . ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ آﻟﻔﺎی ﮐﺮوﻧﺒـﺎخ 0/92 ﻣﺤﺎﺳـﺒﻪ ﺷـﺪ ﮐـﻪ ﻧﺸـﺎن دﻫﻨﺪه ﭘﺎﯾﺎﯾﯽ اﺑﺰار اﺳـﺖ . ﺑـﺮای ﺗﺤﻠﯿـﻞ اﻃﻼﻋـﺎت از آزﻣـﻮن ﻫـﺎی آﻣـﺎری در ﺳـﻄﻮح ﺗﻮﺻﯿﻔﯽ و اﺳﺘﻨﺒﺎﻃﯽ اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد؛ داﻧﺸﺠﻮﯾﺎن آﻣﻮزشﻣﺤﻮر ﻧﺴﺒﺖ ﺑﻪ آﯾﻨﺪه ﺷﻐﻠﯽ )2/19= ( و ﺗﺤﺼﯿﻠﯽ )2/34= ( ﺧﻮد رﺿﺎﯾﺖ ﻧﺪارﻧﺪ ودارای ﻧﮕﺮاﻧﯽ ﻧﺴﺒﺖ ﺑﻪ آﯾﻨﺪه ﺷﻐﻠﯽ و ﺗﺤﺼﯿﻠﯽ ﺧﻮد ﻣﯽ ﺑﺎﺷﻨﺪ ﮐﻪ در اﯾـﻦ ﻣﯿـﺎن دﯾـﺪ ﺟﺎﻣﻌـﻪ ﻋﻠﻤـﯽ )2/51= ( ﻧﺴﺒﺖ ﺑﻪ اﯾﻦ ﺷﯿﻮه ﻧﯿﺰ ﻣﺜﺒﺖ ﻧﻤﯽﺑﺎﺷﺪ. ﺑـﻪ ﻋـﻼوه ﻧﺘـﺎﯾﺞ ﻧﺸـﺎن داد ﮐـﻪ داﻧﺸﺠﻮﯾﺎن آﻣﻮزشﻣﺤﻮر ﺑﻪ ﻃﻮر ﮐﻠﯽ ﺑﻪ اﯾﻦ ﺷﯿﻮه علاقه دارﻧـﺪ ) 3/37= (، ﻟـﺬا ﻻزم اﺳﺖ زﻣﯿﻨﻪ رﻓﻊ ﻧﮕﺮاﻧﯽ داﻧﺸﺠﻮﯾﺎن را از ﻃﺮﯾـﻖ دﺳـﺘﻮراﻟﻌﻤﻞ ﻫـﺎی ﻣـﺮﺗﺒﻂ ﺑـﺎ آینده ﺷﻐﻠﯽ و ﺗﺤﺼﯿﻠﯽ اﯾﻦ دﺳﺘﻪ از داﻧﺸﺠﻮﯾﺎن ﻓﺮاﻫﻢ ﮐـﺮد. ﻫﻤﭽﻨـﯿﻦ داﻧﺸـﺠﻮﯾﺎن از اراﺋـﻪ درس ﺳﻤﯿﻨﺎر ﺑﻪ ﺟﺎی ﭘﺎﯾﺎن ﻧﺎﻣﻪ )3/60= ( راﺿﯽ ﻣﯽﺑﺎﺷﻨﺪ. ارزﯾﺎﺑﯽ ﺷﺮﮐﺖ ﮐﻨﻨـﺪﮔﺎن ﻧﺸﺎن داد ﮐﻪ ﻋﻤﺪه داﻧﺸﺠﻮﯾﺎن آﻣﻮزشﻣﺤﻮر ﮐﺴﺎﻧﯽ ﺑﻮدﻧﺪ ﮐﻪ از رﺗﺒﻪ ﮐﻤﺘﺮی در آزﻣﻮن ﻣﺘﻤﺮﮐﺰ ﮐﺎرﺷﻨﺎﺳﯽ ارﺷﺪ ﺑﺮﺧﻮردار ﺑﻮدﻧﺪ ﺑﻪ ﻋﺒﺎرت دﯾﮕﺮ ﻋﻠﺖ ورود آﻧﻬﺎ ﺑﻪ اﯾﻦ ﺷـﯿﻮه ﺗﺤﺼﯿﻞ ﺑﺎ ﻫﺪف اﺻﻠﯽ اﯾﺠﺎد دوره، ﻫﻤﺎﻫﻨﮕﯽ ﻧﺪارد.
The purpose of present research is study the role of achievement goal orientation and self-efficacy in learning approaches، and explaining predicted model of learning approaches of students. Learning approach shows quality and manner learning of materials and were consisted of three levels: surface، deep and achievement. Achievement goal orientation refers to learners reasons and purposes of doing homework and Include performance approach، performance avoidance، mastery performance and mastery avoidance goals. Self-efficacy refers to individuals' judgments about their abilities and competence to perform successfully a task. The population were high school students of Bijar city. mathematic، empirical and human sciences (N=280) were selected by use of stratified random sampling and were given to them study process questionnaire(SPQ) devised by Biggs(1987)، achievement goal questionnaire(AGQ) devised by Elliot & MC Gregor(2001)and self- efficacy subscale of Motivated Strategies for Learning Questionnaire (MSLQ) devised by Pintrich & De Groot (1990). Results of multiple regression showed that mastery approach (positively) and performance avoidance(negatively) predict deep learning approach mastery approach and performance approach(positively both of them) predict achievement learning approach and mastery approach and performance approach(negatively both of them)، and mastery avoidance(positively) predict surface learning approach. simple regression showed that self- efficacy predict deep and achievement learning approach positively and predict surface learning approach negatively. Study results، not only reveals cognitive patterns and motivation interactions، but also includes significant points for educational systems.