نقش واسطه ای راهبردهای یادگیری در ارتباط بین خودکارآمدی تحصیلی و سبک های حل مسئله
محورهای موضوعی : پژوهش در برنامه ریزی درسی
سیروس حدادنیا
1
(دانشگاه ازاد اسلامی)
ناصر جوکار
2
(دانشگاه ازاد اسلامی)
زینب رحیم دشتی
3
(دانشگاه ازاد اسلامی)
راضیه شیخ الاسلام
4
(دانشگاه شیراز)
کلید واژه: خودکارآمدی تحصیلی, سبک های حل مسئله, راهبردهای یادگیری,
چکیده مقاله :
هدف این پژوهش پیش بینی سبک های حل مسئله بر اساس خودکارآمدی تحصیلی با واسطه گری راهبردهای یادگیری می باشد. روش پژوهش توصیفی از نوع همبستگی می باشد. جامعه آماری، شامل کلیه دانشجویان دانشگاه آزاد اسلامی شیراز به تعداد 16436 نفر در سال 92-91 می باشد. روش نمونه گیری، تصادفی طبقه ای است. حجم نمونه شامل 377 نفر می باشد که بر اساس جدول مورگان انتخاب شدند. برای جمع آوری داده ها از سه پرسشنامه سبک های حل مساله(psi) ، راهبردهای یادگیری (M.S.Q.L) و خودکارآمدی تحصیلی دانشجویان (CASES) استفاده گردید. برای تجزیه و تحلیل داده ها از روش های آماری، ضریب همبستگی، تحلیل رگرسیون بارون و کنی و تحلیل مسیر و نرم افزارهای SPSSو AMOS5 استفاده شده است. نتایج بیانگر: 1. بین خودکارآمدی تحصیلی و سبک های حل مسئله رابطه مثبت و معنادار وجود دارد.2. بین خودکارآمدی تحصیلی و راهبردهای یادگیری رابطه مثبت و معناداری وجود دارد.3. راهبردهای یادگیری با کنترل خودکارآمدی تحصیلی، سبک های حل مسئله را پیش بینی می کند و راهبردهای شناختی از قدرت پیش بینی کننده بیشتری برخوردار است 4. نقش واسطه ای راهبردهای یادگیری را در ارتباط بین خودکارآمدی تحصیلی و سبک های حل مسئله مورد تایید قرار گرفت.
The purpose of this study was to anticipate the style of problem solving based on academic self-efficacy with mediation strategies for learning. Descriptive method of correlation type. The statistical population consists of all students study the Islamic Azad University of Shiraz to 16436 number people a year is 92-91. In this study, a random sampling method was used for the floor. The sample size included 377 students, which is based on random sampling and Morgan were selected. To collect data used from three styles of problem-solving inventory (psi), learning strategies (M.S.Q. L) and academic self-efficacy of college students (CASES). For the analysis of data used from statistical methods, regression analysis, correlation coefficient, Baron and Kenny and path analysis and AMOS5 & SPSS software. The results showed that: 1. the academic self-efficacy between students and problem-solving styles, there is a significant and positive relationship. 2. academic self-efficacy, learning strategies between the students and there is a significant and positive relationship. 3. academic self-efficacy, learning strategies with the control problem-solving styles have predicted cognitive strategies and of the power Predictor is more. 4. role model provided a learning strategies, in the relationship between self-efficacy and problem-solving styles gives approved.
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