پیشرفت تحصیلی در یادگیری زبان: مدل ساختاری تاثیر تعامل بین معلم و دانش آموز و یادگیری خود تنظیمی

Subject Areas : آموزش زبان انگلیسی

نفیسه اسدزاده ملکی ¹ , مسعود ذوقی ² , نادر اسدی آیدین لو ³

1 - گروه انگلیسی، واحد اهر، دانشگاه آزاد اسلامی ،اهر، ایران
2 - گروه انگلیسی، واحد اهر، دانشگاه آزاد اسلامی ،اهر، ایران
3 - گروه انگلیسی، واحد اهر، دانشگاه آزاد اسلامی ،اهر، ایران

Received: 2020-09-05 Accepted : 2020-09-05 Published : 2020-01-01

Keywords: مدل ساختاری, یادگیری خودتنظیمی, یشرفت تحصیلی, روش تحقیق همبستگی, تعامل بین معلم و دانش آموز,

Abstract :

در تحقیق حاضر، به منظور بررسی نقش مشارکتی متغیرهای یادگیری خودتنظیمی وتعامل بین معلم و دانشجو در میزان پیشرفت تحصیلی دانش جویان از روش تحقیق همبستگی استفاده شده است. نمونه ای از 218 دانشجوی رشته زبان انگلیسی (102 مرد و 116 زن) از بین 645 دانشجوی این رشته با کمک نرم افزاد محاسباتی تعیین نمونه اولیه مدل ساختاری انتخاب شدند. رده سنی آنها بین 18 تا 45 سال بوده و در دانشگاه آزاد اسلامی واحد تبریز مشغول به تحصیل بودند. مدل ساختاری مورد استفاده در ایت مطالعه نشان داد که تعامل بین معلم و دانشجو تاثیر مستقیم و موثری در پیشرفت تحصیلی آنها دارد. همچنین نتایج به دست آمده نشان داد که تاثیر این تعامل بر میزان پیشرفت تحصیلی دانشجویان به وسیله یادگیری خودتنظیمی افزایش می یابد. در این تحقیق، مشارکت علی-معلولی  این عوامل روانشناسی، یعنی یادگیری خودتنظیمی و تعامل بین معلم و دانشجو، بر میزان پیشرفت تحصیلی دانشجویان  به اثبات رسید. یافته های این تحقیق در زمینه های آموزشی و فعالیت های کلاسی کاربردهای زیادی دارد.

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