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
فولادوند، خدیجه؛ بشارت، محمدعلی؛ فرزاد، ولی الله؛ شهرآرا، مهرناز و حشمتی، رسول. (1389). بررسی ویژگی های سنجشی پرسش نامة خودکارآمدی تحصیلی. مجلة علوم روان شناختی، 9(34)، 168-153.
حسینی، میترا و سامانی، سیامک. (1391). ارتباط ابعاد کارکرد خانواده و خودتنظیمی فرزندان. فصلنامه خانواده پژوهی، 8(31)، 317-305.
کارشکی، حسین. (1391). روابط ساختاری خطّی در تحقیقات علوم انسانی: مبانی و راهنمای آسان کاربرد نرم افزار لیزرل. تهران: انتشارات آوای نور.
کارشکی، حسین. (1387). نقش اهداف پیشرفت در مؤلفه های یادگیری خودتنظیمی. فصلنامة تازه های روان شناختی، 10(3)، 21-13.
گل پرور، محسن و عریضی، حمیدرضا. (1389). رابطة بهزیستی معلّمان با باور به دنیای عادلانه و رفتارهای پرخاشگرانة دانش آموزان در مقابل آن ها. فصلنامة پژوهش در سلامت روان شناختی، 3(3)، 35-25.
میکائیلی منیع، فرزانه. (1392). آزمون مدل شناختی اجتماعی رضایت از تحصیل در دانشجویان دورة کارشناسی. مجلة روان شناسی، 17(2)، 219-201.
میکائیلی منیع، فرزانه؛ عاشوری، مجتبی و حسنی، محمد. (1391). آزمون الگوی شناختی اجتماعی رضایت شغلی معلّمان دورة متوسطة شهر ارومیه. فصلنامة نوآوری های آموزشی، 11(44)، 31-7.
Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Retrieved July 24, 2013, from http://sloanconsortium.org/ publications /survey / changing_course_ 2012.
Altunsoy, S., Çimen, O., Ekici, G., Atik, A.D., & Gökmen, A. (2010). An assessment of the factors that influence biology teacher candidates’ levels of academic self-efficacy. Procedia Social and Behavioral Sciences, 2, 2377–2382.
Arsal, Z. (2010). The Effects of Diaries on Self-regulation Strategies of Pre service Science Teachers. International Journal of Environmental & Science Education, 5(1), 85-103.
Bandura, A. (1977a). Self- efficacy: Toward a Unifying Theory of Behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bandura, A. (2001). Guide for constructing self-efficacy scales. Stanford, CA, USA: Stanford University.
Bidjeranom, T., & Yun Dai, D. (2007). The Relationship between the Big-Five Model of Personality and Self-regulated Learning Strategies. Journal of Learning and Individual Differences, 17, 69-81.
Boekaerts, M., & Niemivirta, M. (2000). Self-regulated Learning, Finding aBalance between learning Goals and Ego- protective Goals. In M. Boekaerts, P.R. Pintrich & M. Zeidner (Eds), Handbook of self-regulation (pp. 417-450), San Diago, CA: Academic press.
Broder, J. L. (2004). An investigation of the role of motivational processes, personality factors, the use of learning strategies, and scholastic aptitude in academic achievement (Doctoral dissertation, Tample University, 2003). Dissertation Abstracts International, 65(04), 1246B (Publication NO. AAT 3129120). Retrieved from Dissertation Abstracts Online.
Brown, S.D., & Lent, R.W. (Eds.). (2008). Handbook of counseling psychology (4th ed.). New York: Wiley.
Caldwell, D.F., & Burger, J.M. (1998). Personality characteristics of job applicants and success in screening interviews. Personnel Psychology, 51, 119–136.
Camahalan, F. M. G. (2006). Effects of self-regulated learning on mathematics achievement of selected Southeast Asian children. Journal of instruction psychology, 33(3), 194-205.
Chamorro-Premuzic, T., Bennett, E., & Furnham, A. (2007). The happy personality: Mediational role of trait emotional intelligence. Personality and Individual Differences, 42, 1633–1639.
Clercq, M., Galand, B., & Frenay, M. (2013). Chicken or the egg: Longitudinal analysis of the causal dilemma between goal orientation, self-regulation and cognitive processing strategies in higher education. Studies in Educational Evaluation, 39, 4-13.
Couvilion landry, C. (2003). Self-efficacy, Motivation, and Outcome Expectation correlates of college students intention certainty. (Doctoral dissertation). The Department of Education’s Leadership, Research and Counseling.
Cury, F.O., Elliot, A.J., Fonseca, D.D., & Moller, A.C. (2006). The social cognitive model of Achievement motivation and the 2_2 Achievement goal framework. Journal of Personality and Social Psychology, 90(4), 666-676.
Dupeyrat, C., & Marine, C. (2005). Implicit theories of intelligence, goal orientation, cognitive engagement, and achievement: A test of Dweck’s model with returning to school adults. Contemporary Educational Psychology, 30, 43-59.
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: the MASRL model. Educational Psychologist, 46(1), 6–25.
Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501-519.
Farsides, T., & Woodfield, R. (2003). Individual differences and undergraduate academic success: The roles of personality, intelligence, and application. Personality and Individual Differences, 34, 1225–1243.
Finny, S., Pieper, S., & Barron, K. (2004). Examining the psychometric properties of the achievement goal questionnaire in a general academic context. Journal of Educational and Psychological Measurement, 64(2), 365-382.
Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56, 218–226.
Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2003). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 14, 49–66.
Furnham, A., & Chamorro-Premuzic, T. (2004). Personality and intelligence as predictors of statistics examination grades. Personality and Individual Differences, 37, 943–955.
McPherson, Gary. E., & Renwick, James. M. (2010). A Longitudinal Study of Self-regulation in Children's Musical Practice.Journal of Music Education Research, 3(2), 169-186.
Gao, Z., Xiang, P., Lee, A.M., & Harrison, L. (2008). Self- efficacy and outcome Expectance in Beginning Weight Training class: Their Relations to Students Behavioral Intention and actual Behavior. Physical Education, Recreation and Dance, 79(1), 1-9.
Howell, A.J., & Watson, D.C. (2007). Procrastination: Associations with achievement goal orientation and learning strategies. Personality and Individual Differences, 43, 167-178.
Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2009). Achievement goal orientations and self-regulation in writing: An integrative perspective. Journal of Educational Psychology, 101(1), 51–69.
Kokkinos, C. M., Kargiotidis, A., & Markos, A. (2015). The relationship between learning and study strategis and big five personality traits among junior university student teachers. Learning and Individual Differences, 43, 39–47.
Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Journal of Learning and Individual Differences, 25, 67-72.
Lee, W., Lee, M., & Bong, M. (2014). Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Journal of Contemporary Educational Psychology, 39(2), 86-99.
Lent, R.W & Brown. S. D. (2006). Integrating and situation perspectives on work satisfaction: A social-cognitive view. Journal of Vocational Behavior, 69, 236-247.
Lent, R.W., & Brown, S.D. (2008). Social cognitive career theory and subjective well-being in the context of work. Journal of Career Assessment, 16, 6-21.
Lent, R.W., Taveira, M.D.C., & Lobo, C. (2011). Two tests of the social cognitive model of well-being in Portuguese college students. Journal of Vocational Behavior, 80, 1-10.
Midgley, C., Anderman, E., & Hicks, L. (1995). Differences between elementary and middle school Teachers and students: A goal theory approach. Journal of early adolescence, 15, 90-113.
Ojeda, L., Flores, L.Y. & Navarro, R. L. (2011). Social cognitive predictors of Mexican American college students’ academic and life satisfaction. Retrieved from: http:/www.googlescholar.com. Accessed Jul, 2013.
Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved from www.Emory.edu\ Education\ mfp\ eff. Html.
Papantoniou, G., Moraitou, D., Kaldrimidou, M., Plakitsi, K., Filippidou, D., & Katsadima, E. (2012). Affect and Cognitive Interference: An Examination of Their Effect on Self-Regulated Learning. Education Research Internationa, Article ID, 57959, 1-11.
Perels, F., Dignath, C. (2009). Is it possible to improve mathematical achievement by means of self- regulation strategies? Evaluation of an intervention in regular math classes. European Journal of Psychology of Education, 24(1), 17-31.
Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational research, 31, 456-479.
Pintrich, P.R., & Degroot, E.V. (1990). Motivational self– regulated learning components of classroom academic performance. Journal of educational psychology. 82, 33- 40.
Ramdass, D., & Zimmerman, B.L. (2008). Effects of self-correction strategy training on middle school student's self-efficacy, self-evaluation and mathematics division learning. Journal of Advanced Academic, 20, 18-41.
Reddy, R., Rhodes, J.E., & Mulhall, P. (2003(. The influence of teacher support on student adjustment in the middle school years: A latent growth curve study. Development and Psychopathology, 15, 119- 138.
Resnick. B, Zimmerman. S.L, Denise Orwig. D. D.O, Furstenberg. A.L & Magaziner. J. (2000). Outcome Expectations for Exercise Scale: Utility and Psychometrics. Journal of Gerontology: Series B, 55(6), S352- S356.
Samaddar, S., Chatterjee, R., Misra, B., & Tatano, H. (2014). Outcome-expectancy and self-efficacy: Reasons or results of flood preparedness intention? International Journal of Disaster Risk Reduction, 8, 91–99.
Samaddar, S., & Okada, N. (2008, October). Modelling and analysis of rainwater harvesting technology disseminating process based on social networks threshold approach. In Systems, Man and Cybernetics, 2008. SMC 2008. IEEE International Conference on (pp. 2494-2501). IEEE.
Sansone, C., & Harackiewics, J. (Eds.), (2000). Intrinsic and extrinsic motivation: the search for optimal motivation and performance. London: Academic Press.
Schimmack, U., Diener, E., & Oishi, S. (2002).  Life satisfaction is a momentary judgment and a stable personality characteristic: The use of chronically accessible and stable sources. Journal of Personality, 70, 345-385.
Schunk, D.H. (2000). Self-regulation. Through goal setting. Journal of educational psychology, 104(1), 123-148.
Schunk, D.H., & Zimmerman, B.J. (1997). Social origins of regulatory competence. Educational Psychologists, 32, 195-201.
Skaalvik, E.M. (1997). Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, 89, 71-78.
Spangler, W.D., & Palrecha, R. (2004). The relative contributions of extraversion, neuroticism, and personal strivings to happiness. Personality and Individual Differences, 37, 1193–1203.
Van Yperen, N.W., Elliot, A. J., & Anseel, F. (2009). The influence of mastery avoidance goals on performance improvement. European Journal of Social Psychology, 39, 932-943.
Vrugt, A. F.J. (2008). Metacognition, achievement goals, study strategies and academic achievement: Pathways to achievement. Metacognition Learning, 30, 123- 148.
Watson, D., Clark, L.A. & Tellegen, A. (1988). Development and Validation of Brief Measures of Positive and Negative Affect: The PANAS Scales. Journal of Personality and Social Psychology, 54(6) 1063- 1070.
Way, N., Reddy, R., & Rhodes, J. (2007(. Students’ perceptions of school climate During the Middle School years: Associations with Trajectories of Psychological and Behavioral Adjustment. Am J Community Psychol, 40(3-4), 194- 213.
Wolf, M.B., & Ackerman, P.L. (2005). Extraversion and intelligence: A meta-analytic investigation. Personality and Individual Differences, 39, 531–542.
Wolters, C. (2010). Self-Regulated Learning and the 21st Century Competencies. Journal of Educational Psychology, 122, 171–186.
Wolters, C. A., Yu, S. L. & Pintrich, P. R. (1996). The relation between goal orientation and students’ motivational belief and self regulated learning. Learning and individual Differences, 8, 211-238.
Zuffianò, A., Alessandri, G., Gerbino, M., Kanacri, B. P. L., Di Giunta, L., Milioni, M., & Caprara, G. V. (2013). Academic achievement: The unique contribution of self-efficacy beliefs in self-regulated learning beyond intelligence, personality traits, and self-esteem. Learning and Individual Differences, 23, 158-162.