اثر باورهای معرفت شناختی و ادراکات یادگیری بر عملکرد تحصیلی با میانجی گری خودکارآمدی تحصیلی

نوع مقاله: مقاله پژوهشی

نویسنده

دانشیار گروه روان‌شناسی تربیتی دانشگاه پیام نور

چکیده

مقدمه: در تحقیق حاضر، اثر باورهای معرفت‌شناختی و ادراکات یادگیری بر عملکرد تحصیلی با میانجی‌گری خودکارآمدی تحصیلی دانشجویان موردبررسی قرار گرفت. روش: کلیه دانشجویان رشته روان‌شناسی و علوم تربیتی شاغل به تحصیل در نیمسال اول تحصیلی 96-1395 دانشگاه پیام نور اهواز، جامعه آماری تحقیق حاضر را تشکیل داده‌اند که از بین آن‌ها 210 نفر (166 دختر و 44 پسر) به‌صورت تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. برای جمع‌آوری داده‌ها، از پرسش‌نامه باورهای معرفت‌شناختی شومر (1990)، ادراکات یادگیری و خودکارآمدی تحصیلی محقق ساخته (1395) و معدل تحصیلی دانشجویان استفاده شد. طرح تحقیق حاضر همبستگی است و ارزیابی مدل پیشنهادی با استفاده از مدل یابی معادلات ساختاری انجام گرفت. یافته‌ها و نتیجه گیری: پس از اصلاح مدل پیشنهادی، نتایج تحلیل داده‌ها نشان داد که باورهای معرفت‌شناختی بر عملکرد تحصیلی و خودکارآمدی تحصیلی و همچنین ادراکات یادگیری بر عملکرد تحصیلی و خودکارآمدی تحصیلی اثر مثبت و رابطه خودکارآمدی تحصیلی با عملکرد تحصیلی معنادار نبود.



 

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Epistemological Beliefs & Learning Perceptions on Academic Performance through Academic Self-Efficacy

نویسنده [English]

  • Karim Sevari
Associate Professor of Psychology in Payam Noor University
چکیده [English]

Introduction: This study aimed at investigating the effect of epistemological beliefs and learning perceptions on academic performance through academic self-efficacy. Method: The present research plan was correlation and the assessment of the proposed model was done by the use of Structural Equation Modeling. All the first year male and female students studying in 2016 at Payame Noor University of Ahwaz were the statistical community of this study and among them 210 people (166 girls and 44 boys) were selected randomly by multi cluster stages. In order to collect data, the Schommer Questionnaire (1990), the researcher made Questionnaire of Epistemological Beliefs, Learning Perceptions and Academic Self-efficacy (Sevari, 2016), and academic performance of the students were used. Results & Conclusion : After the correction of the proposed model, the results showed that the epistemological beliefs have positive effects on academic performance and academic self-efficacy. Furthermore, learning perceptions have positive effect on the academic performance and academic self- efficacy. However, there was no significant relationship between academic self- efficacy and academic performance.

کلیدواژه‌ها [English]

  • Epistemological Beliefs
  • Learning Perceptions
  • Academic Performance
  • Academic self-efficacy
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