How Students’ Views on Educational Factors Influence Their Achievement Motivation and Learning Approaches? Comparison of Perspectives
محورهای موضوعی : Education and training
1 - استادیار، موسسه پژوهش و برنامه‌ریزی آموزش عالی، ایران
2 - استاد، دانشگاه آزاد بروکسل، بلژیک
کلید واژه: comparative study, achievement motivation, agricultural student, learning approaches,
چکیده مقاله :
This comparative study was conducted to explore achievement motivation and learning approaches of agricultural students and to examine students’ views on educational factors influencing their achievement motivation and learning approaches. The statistical population of this study comprised agricultural students of Tehran University (Tehran, Iran) and Ghent University (Belgium). A sample of 89 agricultural students from Tehran University and 85 agricultural students from Ghent University participated in this study, using the random sampling method. A questionnaire was used to obtain data on respondents’ demographic characteristics, viewpoints on educational factors, achievement motivation, and learning approaches of respondents. Validity and reliability coefficient of the instrument were determined through opinions of professors and application of coefficient alpha (more than 0.8 for different parts). Based on the results, there was no significant difference between the two groups (Iranian and Flemish students) on intrinsic motivation, while the two groups showed significant difference on extrinsic motivation. There were, also, differences between the two groups of students regarding deep approach to learning. This study implied that both similarities and differences can be observed on the factors influencing achievement motivation and learning approaches of agricultural students in different learning contexts. Based on the findings, conclusions were drawn and recommendations were put forth.
مطالعه تطبیقی حاضر با هدف بررسی انگیزه پیشرفت و رویکردهای یادگیری دانشجویان کشاورزی انجام شد و به مطالعه تاثیر دیدگاه دانشجویان نسبت به عوامل آموزشی بر انگیزه پیشرفت و رویکردهای یادگیری پرداخت. جامعه آماری مطالعه را دانشجویان کشاورزی دانشگاه تهران (ایران) و دانشگاه گنت (بلژیک) تشکیل دادند. نمونهای شامل 89 دانشجوی دانشگاه تهران و 85 دانشجوی گنت با استفاده از روش نمونهگیری تصادفی انتخاب شدند و در این مطالعه شرکت کردند. ابزار مطالعه پرسشنامهای مشتمل بر بخشهای ویژگیهای فردی، دیدگاه نسبت به عوامل آموزشی، انگیزه پیشرفت، و رویکردهای یادگیری بود. روایی و پایایی ابزار از طریق نظرات تعدادی از استادان و محاسبه آلفای کرونباخ تایید شد. براساس یافتهها، تفاوت معنیداری بین دو گروه (دانشجویان ایرانی و فلاندرز) در خصوص انگیزه پیشرفت درونی مشاهده نشد، در حالی که دو گروه در انگیزه پیشرفت بیرونی تفاوت معنیداری نشان دادند. همچنین، تفاوت معنیداری بین دو گروه مورد مطالعه در زمینه رویکردهای عمیق یادگیری مشاهده شد. این مطالعه نشان داد که تفاوتها و شباهتهایی بین عوامل موثر بر انگیزه پیشرفت و رویکردهای یادگیری دانشجویان کشاورزی در بافتهای متفاوت وجود دارد. بر اساس یافتهها، نتیجهگیری صورت گرفت و پیشنهادهایی ارایه شد.
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