ارائه مدل روابط علّی جذب شناختی و یادگیری ادارک شده: نقش واسطه‌ای درگیری شناختی، سهولت و سودمندی ادراک شده

نوع مقاله: مقاله پژوهشی

نویسنده

دانشیار گروه علوم تربیتی، دانشگاه پیام نور

چکیده

مقدمه: هدف از پژوهش حاضر ارائه الگوی روابط علی جذب شناختی و یادگیری ادارک شده بر اساس نقش واسطه ­گری درگیری شناختی، سهولت و سودمندی ادراک شده به روش تحلیل مسیر است. روش: نمونه آماری این پژوهش شامل 273 نفر از دانشجویان دوره ­های مجازی دانشگاه پیام نور شیراز که به روش نمونه ­گیری تصادفی انتخاب شده و به پرسشنامه­ هایی متشکل از درگیری شناختی وانگ و اسکالیس (2013)، جذب شناختی آگاروال و کاراهانا(2000)، یادگیری ادراک شده رووی و همکاران (2009 )،سهولت ادراک شده هسوولو (2004)  و سودمندی ادراک شده کیم و دیگران (2007) پاسخ دادند. یافته­ ها: به طور کلی نتایج حاکی از اثرات غیر مستقیم مؤلفه­ های جذب شناختی بر یادگیری ادراک شده دانشجویان دارد. نتیجه­ گیری: با توجه به نتایج بدست آمده جذب شناختی و مؤلفه ­های آن از طریق واسطه­ گری درگیری شناختی، سودمندی و سهولت ادراک شده بر یادگیری ادراک شده تأثیر گذار بوده به ­طوری­که کنترل و کنجکاوی از طریق درگیری شناختی، سودمندی و سهولت ادراک شده اثر مستقیم و غیر­مستقیم و تفکیک زمانی، غوطه وری متمرکز و لذت بی­ نهایت از طریق درگیری شناختی و سودمندی ادراک شده بر یادگیری ادراک شده اثر غیر مستقیم  است. کلیه متغیر­های مطرح در این پژوهش چهل و دو درصد از تغییرات موجود در متغیر یادگیری ادراک شده را تبیین می کنند.

کلیدواژه‌ها


عنوان مقاله [English]

The Relations Causal Model of Cognitive Absorption Components and Perceived Learning: The Mediating Role Cognitive Engagement and Perceived Ease of Use And Perceived Usefulness

نویسنده [English]

  • Mohammad hassan Seif
Associate Professor of Educational Sciences Department, Payame Noor University
چکیده [English]

Introduction: The aim of the present study was to investigate the causal relation model of cognitive absorption and perceived learning through the mediating role of cognitive engagement and perceived ease of use and perceived usefulness through path analysis. Method: To do so, the sample of study included 273 students of virtual courses from Shiraz Payame Noor University selected through random sampling, and were asked to answer questionnaires of Cognitive Engagement (Wang& Eccles, 2013), Cognitive Absorption (Agarwal & Karahana, 2000) Perceived Learning (Rovai& et al, 2009), Perceived Ease of Use (Hsu & Lu, 2004) and Perceived Usefulness (Kim& et al,2007) subscales. Results: Overall, the results indicated the indirect effects of cognitive absorption components on perceived learning. Conclusions: The results showed cognitive absorption and their components through cognitive engagement and perceived ease of use and perceived effect on perceived learning, as control and curiosity through cognitive engagement and perceived ease of use and perceived usefulness have direct and  indirect effect on perceived learning and temporal dissociation, focused immersion and heightened enjoyment, through cognitive engagement and perceived usefulness  had indirect effect on perceived learning. The whole variables in this study explain 42% of changes in the perceived learning.

کلیدواژه‌ها [English]

  • Perceived learning
  • Cognitive absorption
  • Cognitive engagement
  • Perceived ease of use
  • Perceived usefulness

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