با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

دانشگاه یزد

چکیده

 

هدف پژوهش حاضر بررسی رابطه‌ رویکردهای یادگیری دانشجویان (شامل سه رویکرد سطحی، عمیق و استراتژیک) با عملکرد تحصیلی کیفی (شامل ابعاد خودکارآمدی، برنامه‌ریزی، تأثیرات هیجانی، فقدان کنترل پیامد و انگیزش) و کمی بود. شرکت‌کنندگان پژوهش 414 دانشجوی دوره‌ کارشناسی (256 دختر و 158 پسر) دانشگاه یزد بودند که به روش تصادفی خوشه‌ای انتخاب شدند. برای سنجش رویکردهای یادگیری از پرسش‌نامه‌ رویکردهای یادگیری برای دانشجویان (ASSIST) و برای سنجش عملکرد تحصیلی کیفی از پرسش‌نامه‌ عملکرد تحصیلی کیفی (EPT) استفاده شد. سنجش پایایی به روش آلفای کرونباخ، پایایی مطلوبی را برای مقیاس‌ها گزارش کرد. عملکرد تحصیلی کمی بر اساس معدل ترم و معدل کل دانشجویان بررسی شد. نتایج تحلیل رگرسیون در حوزه‌ عملکرد تحصیلی کیفی نشان داد که رویکرد عمیق و استراتژیک پیش‌بینی‌کننده مثبت و رویکرد سطحی پیش‌بینی‌کننده منفی نمره کل عملکرد کیفی تحصیلی است. به‌علاوه، از میان مؤلفه‌های عملکرد کیفی، خودکارآمدی و انگیزش توسط رویکرد عمیق به صورت مثبت پیش‌بینی می‌شوند و رویکردهای استراتژیک و سطحی نیز پیش‌بینی‌کننده هر پنج مؤلفه هستند. نتیجه‌ دیگر این‌که رویکرد عمیق پیش‌بینی‌کننده‌ عملکرد تحصیلی کمی نمی‌باشد، لکن رویکرد استراتژیک به صورت مثبت و رویکرد سطحی به صورت منفی معدل ترم و کل دانشجویان را تبیین می‌کنند. نتایج پژوهش حاضر ضرورت بازشناسی نقش رویکردهای یادگیری را در کیفیت عملکرد تحصیلی دانشجویان باز می‌نماید.



 

کلیدواژه‌ها

عنوان مقاله [English]

A study of the relationships between learning approaches with student’s qualitative & quantitative academic performance

نویسندگان [English]

  • ahmad zandavanian naeeni
  • mehdi rahimi
  • forogh poortaheri

چکیده [English]

 
The aim of present study was to investigate the relationship between learning approaches (deep, surface and strategic approaches) with qualitative academic performance (self-efficacy, planning, motivation, emotional effects and lack of output control) and quantitative academic performance. The participants were 414 bachelor students of Yazd University (256 girls and 158 boys) whom were selected randomly. The instruments of study were Approaches and Study Skills Inventory for Students and Educational Performance Test. Cronbach alpha coefficients reported acceptable reliability of the measures. The average of total score of students was used to examine the quantitative academic performance. In data analysis, multiple regression analysis was used to study the relationship between variables. The result of regression analysis showed that deep and strategic learning approaches positively and surface approach negatively predicts total score of qualitative performance. Furthermore, all five components were predicted significantly by surface and strategic approaches to learning. Self-efficacy and motivation were predicted by deep approaches too. Another result is that deep approaches were not predictor of quantitative academic performance, but strategic approach in a positive way and surface approach in a negative way predicted the term average and total average of students. The results of this study demonstrate the importance of approaches to learning in quality of students' academic performance.

کلیدواژه‌ها [English]

  • Learning Approaches
  • qualitative academic performance
  • quantitative academic performance
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