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نقش جهت گیری هدف پیشرفت و باورهای خودکار آمدی در رویکردهای یادگیری دانش آموزان

نویسنده:

علمی-پژوهشی (وزارت علوم)/ISC (12 صفحه - از 67 تا 78)

ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺮرﺳﯽ ﻧﻘﺶ ﺟﻬﺖﮔﯿﺮی ﻫﺪف ﭘﯿﺸﺮﻓﺖ و ﺑﺎورﻫـﺎی ﺧﻮدﮐﺎرآﻣـﺪی در روﯾﮑﺮدﻫﺎی ﯾﺎدﮔﯿﺮی و ﺗﺒﯿﯿﻦ اﻟﮕﻮی ﭘﯿﺶﺑﯿﻦ روﯾﮑﺮدﻫـﺎی ﯾـﺎدﮔﯿﺮی داﻧـﺶ آﻣـﻮزان اﺳﺖ. روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﮐﯿﻔﯿﺖ و ﻧﺤﻮهی ﯾﺎدﮔﯿﺮی ﻣﻄﺎﻟﺐ را ﻧﺸﺎن ﻣﯽدﻫﺪ و از ﺳﻪ ﺳﻄﺢ ﻋﻤﯿﻖ، ﺣﺼﻮﻟﯽ و ﺳﻄﺤﯽ ﺗﺸﮑﯿﻞ ﺷﺪه اﺳﺖ. ﺟﻬـﺖ گیری ﻫـﺪف ﭘﯿﺸـﺮﻓﺖ، ﺑـﻪ دﻻﯾـﻞ و ﻣﻘﺎﺻﺪ ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن از اﻧﺠﺎم ﺗﮑﺎﻟﯿﻒ اﺷﺎره ﻣﯽﮐﻨـﺪ و ﺷـﺎﻣﻞ ﻫـﺪف ﻫـﺎی ﻋﻤﻠﮑﺮدﮔﺮاﯾـﯽ، ﻋﻤﻠﮑﺮدﮔﺮﯾﺰی، ﺗﺒﺤﺮﮔﺮاﯾﯽ و ﺗﺒﺤﺮﮔﺮﯾﺰی اﺳﺖ. ﺑﺎورﻫﺎی ﺧﻮدﮐﺎرآﻣﺪی ﺑﻪ ﻗﻀﺎوت اﻓـﺮاد درﺑﺎرهی ﺗﻮاﻧﺎﯾﯽ و ﺷﺎﯾﺴﺘﮕﯽﺷﺎن در اﻧﺠﺎم ﻣﻮﻓﻘﯿﺖآﻣﯿﺰ ﺗﮑﺎﻟﯿﻒ اﺷﺎره ﻣﯽﮐﻨﺪ. ﺟﺎﻣﻌﻪی آﻣﺎری ﭘﮋوﻫﺶ را داﻧﺶآﻣﻮزان ﻣﺘﻮﺳﻄﻪی ﺷﻬﺮ ﺑﯿﺠـﺎر ﺗﺸـﮑﯿﻞ ﻣـﯽ دادﻧـﺪ. 280 ﻧﻔـﺮ از داﻧﺶآﻣﻮزان از رﺷﺘﻪﻫﺎی رﯾﺎﺿﯽ، ﺗﺠﺮﺑـﯽ و اﻧﺴـﺎﻧﯽ ﺑـﻪ ﺷـﯿﻮه ی ﻃﺒﻘـﻪ ای ﺗﺼـﺎدﻓﯽ ﺑﺮﮔﺰﯾﺪه ﺷﺪﻧﺪ و ﭘﺮﺳﺶﻧﺎﻣﻪﻫـﺎی ﻓﺮاﮔـﺮد ﻣﻄﺎﻟﻌـﻪ ی ﺑﯿﮕـﺰ (1987)، ﺟﻬـﺖ ﮔﯿـﺮی ﻫـﺪف ﭘﯿﺸﺮﻓﺖ اﻟﯿـﻮت و ﻣـﮏ ﮔﺮﯾﮕـﻮر (2001) و ﻣﻘﯿـﺎس ﻓﺮﻋـﯽ ﺧﻮدﮐﺎرآﻣـﺪی ﭘﺮﺳﺸـﻨﺎﻣﻪ ی راﻫﺒﺮدﻫﺎی اﻧﮕﯿﺰﺷﯽ ﯾﺎدﮔﯿﺮی ﭘﯿﻨﺘﺮﯾﭻ و دیﮔـﺮوت (1990) در اﺧﺘﯿـﺎر آﻧـﺎن ﻗـﺮار داده ﺷﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﻧﺸﺎن داد ﮐﻪ ﺗﺒﺤﺮﮔﺮاﯾـﯽ (0/57) و ﻋﻤﻠﮑﺮدﮔﺮﯾـﺰی (0/13) روﯾﮑــﺮد ﯾــﺎدﮔﯿﺮی ﻋﻤﯿــﻖ؛ ﺗﺒﺤﺮﮔﺮاﯾــﯽ (0/26) و ﻋﻤﻠﮑﺮدﮔﺮاﯾــﯽ (0/21) روﯾﮑــﺮد ﯾﺎدﮔﯿﺮی ﺣﺼﻮﻟﯽ؛ و ﺗﺒﺤﺮﮔﺮاﯾﯽ (0/45-)، ﻋﻤﻠﮑﺮدﮔﺮاﯾـﯽ (0/16-) و ﺗﺒﺤﺮﮔﺮﯾـﺰی (0/13) ﺑﻪ ﻃﻮر ﻣﺜﺒﺖ روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﺳﻄﺤﯽ را ﭘﯿﺶﺑﯿﻨﯽ ﻣﯽﮐﻨﻨﺪ. نتایج ﺗﺤﻠﯿـﻞ رﮔﺮﺳـﯿﻮن ﺳﺎده ﻧﺸﺎن داد ﮐﻪ ﺳﻬﻢ ﺧﻮدﮐﺎرآﻣﺪی در ﭘﯿﺶﺑﯿﻨﯽ روﯾﮑﺮد ﯾﺎدﮔﯿﺮی ﻋﻤﯿـﻖ ، حصولی و ﺳﻄﺤﯽ ﺑﻪ ﺗﺮﺗﯿﺐ ﺑﺮاﺑﺮ0/40 ،0/52 و 0/52- اﺳﺖ. ﺑﺮرﺳـﯽ ﯾﺎﻓﺘـﻪ ﻫـﺎ، ﻧـﻪ ﺗﻨﻬـﺎ رواﺑـﻂ ﻣﺘﻘﺎﺑﻞ اﻟﮕﻮﻫﺎی ﺷﻨﺎﺧﺘﯽ و اﻧﮕﯿﺰﺷﯽ را آﺷﮑﺎر ﻣﯽﺳﺎزد ﺑﻠﮑـﻪ ﻧﮑـﺎت ﻗﺎﺑـﻞ ﺗـﺄﻣﻠﯽ ﺑـﺮای ﺳﯿﺴﺘﻢﻫﺎی آﻣﻮزﺷﯽ در ﺑﺮدارد.

The aim of this research was to examine the importance of learning style and personality traits in undergraduate student's readiness for self-directed Learning atThe aim of this research was to examine the importance of learning style and personality traits in undergraduate student's readiness for self-directed Learning at Tabriz University. The statistical population included all undergraduate students at the University of Tabriz، which 346 students in different majors have been selected by the multi-stage cluster random sampling method. The research method is descriptive - correlational .For measuring of variables، Kolb' Learning Style Inventory (LSD)، NEO Personality Inventory (NEO- FFI) and Self-Directed Learning Readiness Scale (SDLRS) were employed. The data were analyzed by SPSS soft ware. Analysis of variance (ANOVA) showed that there was not significant relation between self-directed learning readiness and learning style. Pearson correlation test showed that there was not meaningful relation between self-directed learning readiness and modes of learning. Multiple Regressions Analyses identified that extraversion Agreeableness and conscientiousness positively predict self-directed learning readiness. Also، neuroticism negatively predicted self-directed learning readiness.


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