بررسی پیش بینی کننده های شناختی اجتماعی یادگیری خودتنظیمی در دانش آموزان دورة متوسطه

نویسندگان

1 کارشناسی ارشد روان شناسی تربیتی، دانشگاه دولتی ارومیه

2 دانشیار دانشکده ادبیات و علوم انسانی دانشگاه دولتی ارومیه، دکترای روان شناسی تربیتی

3 دانشیار دانشکده ادبیات و علوم انسانی دانشگاه دولتی ارومیه، دکترای روان شناسی عمومی

چکیده

هدف پژوهش حاضر تبیین و پیش بینی یادگیری خودتنظیمی بر اساس الگوی شناختی اجتماعی بندورا بود. نمونة آماری این پژوهش 384 نفر دانش آموزان سال اوّل دورة دوّم متوسطة شهر ارومیه بودند، که شامل 204 نفر پسر و 180 نفر دختر بودند که به روش تصادفی چندمرحله ای انتخاب شدند. برای تعیین حجم نمونه از جدول کرجسی و مورگان استفاده شد. آزمون های عاطفة مثبت، ادراک از جوّ مدرسه، خودکارآمدی تحصیلی، انتظارات پیامد تحصیلی، اهداف پیشرفت و یادگیری خودتنظیمی اجرا شد. داده ها با استفاده از روش معادلات ساختاری تحلیل گردید. نتایج به دست آمده نشان داد که الگوی ساختاری یادگیری خودتنظیمی مدلی روا برای جامعة مورد پژوهش است. متغیرها توانستند 65 درصد یادگیری خودتنظیمی را پیش بینی کنند. بررسی ضرایب مسیر نشان داد که متغیر خودکارآمدی تحصیلی بالاترین اثر را بر یادگیری خودتنظیم می گذارد. بر این اساس، می توان نتیجه گرفت که الگوی یادگیری خودتنظیمی، تبیین مناسبی از تعیین کننده های شناختی اجتماعی برای یادگیری خودتنظیمی دانش آموزان می باشد و می توان از آن برای ارتقای سطح خودتنظیمی دانش آموزان در یادگیری، افزایش کیفیت یادگیری و عملکرد آن ها بهره گرفت.  

کلیدواژه‌ها


عنوان مقاله [English]

Social - cognitive predictors of high school students’ self-regulation learning

نویسندگان [English]

  • Elāhe Niāzi 1
  • Farzāne Micāeli Moni’ 2
  • Ali Isāzādegān 3
1 MA in Educational Psychology at Urmia University (Corresponding Author)
2 (PhD), Urmia University
3 (PhD), Urmia University
چکیده [English]

The purpose of this study was to justify and predict the self-regulation learning based on Bandura social cognitive model. The research sample consisted of 384 1st and 2nd grade senior high school students of Urmia (204 male and 180 female students) who were selected based on multi-stage random sampling method.‎ Kerjcie and Morgan chart was used to determine the sample size.‎ To evaluate the variables, participants completed the tests of positive and negative affect scales, perception of school climate, self-efficacy questionnaire, outcome expectations, achievement goals and self-regulation learning strategies questionnaire.‎Data was analyzed by structural equation modeling.‎ The results indicated that the self-regulation learning model is a valid and reliable model for this community.‎ The variables (i.e., school climate, outcome expectations and achievement goals) could predict 65% of the self-regulation learning. Path coefficient analysis displayed that academic self-efficiency has the highest impact on self-regulation learning.‎ Accordingly, it can be concluded that the self-regulation learning model explicate the social cognitive determinants of students’ self-regulation learning, and we can use it to promote self-regulation learning, learning quality and academic achievement of students at school.‎

 

کلیدواژه‌ها [English]

  • Academic Self afficacy
  • Outcome Expectations
  • Achievement goals
  • Self-regulation Learning

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