پیش‌بینی خودکارآمدی و خودتنظیمی تحصیلی بر اساس فراحافظه با میانجی‌گری باورهای ضمنی هوش

نوع مقاله : پژوهشی

نویسندگان

1 استادیار، گروه روان شناسی دانشگاه کردستان، سنندج، ایران.

2 کارشناسی ارشد روانشناسی، معلم، آموزش و پرورش ابتدایی، مریوان، ایران

3 استادیار گروه روانشناسی، دانشگاه پیام نور، تهران، ایران

چکیده

این پژوهش با هدف پیش‌بینی خودکارآمدی و خودتنظیمی تحصیلی بر اساس فراحافظه با میانجی‌گری باورهای ضمنی هوش در دانش‌آموزان صورت گرفته است. روش پژوهش از نوع همبستگی بود. جامعه آماری، دانش‌آموزان سال دوم متوسطه شهر مریوان به تعداد 1800 نفر بود. تعداد نمونه آماری 316 نفر بود که به روش نمونه‌گیری خوشه‌ای و با استفاده از جدول مورگان و فرمول کوکران انتخاب شدند. ابزارهای اندازه‌گیری در این پژوهش عبارت بودند از پرسش‌نامه‌های استاندارد خودکارآمدی تحصیل پاتریک (1997)، خودتنظیمی بوفارد (1995)، چندعاملی فراحافظه تریر و ریچ (2000) و همچنین باورهای ضمنی هوش عبدالفتاح و بیتس (2006). نتایج تجزیه و تحلیل داده‌ها نشان داد که فرضیه‌های پژوهش و معناداری تمامی عوامل موجود در مدل تأیید شد. به عبارت دیگر بین فراحافظه بر اساس خودکارآمدی و خودتنظیمی با میانجی‌گری باورهای ضمنی هوش، رابطه مثبتی و معناداری وجود دارد.
واژه‌های کلیدی: فراحافظه، باورهای ضمنی هوش، خود‌کارآمدی تحصیلی، خود‌تنظیمی تحصیلی

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Predicting Academic Self-Efficacy and Self-Regulation Based on Metamemory with the Mediation of Implicit Intelligence Beliefs

نویسندگان [English]

  • Hassan Gharibi 1
  • Aram Naderian 2
  • Afshin Saalahian 3
1 Assistant Professor, Department of Psychology, University of Kurdistan, Sanandaj, Iran.
2 M.A.of Psychology, Teacher in Elementary School, Marivan, Iran
3 Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran.
چکیده [English]

This research was conducted with the aim of predicting academic self-efficacy and self-regulation based on meta-memory with the mediation of implicit beliefs of intelligence. The research method was correlational. The statistical population was 1800 second-year students of the high school in Marivan. The sample size was 316 people, selected by cluster sampling using Morgan table and Cochran formula. The measurement tools in this study were Patrick's standard self-efficacy questionnaire (1997), Bouffard's self-regulation (1995), Trier and Rich's multifactor metamemory (2000), and Abdel Fattah and Bates' implicit beliefs of intelligence (2006). The results of data analysis showed that the research hypotheses and the significance of all factors in the model confirmed. In other words, there is a positive and significant relationship between meta-memory based on self-efficacy and self-regulation and the mediation of implicit beliefs of intelligence

کلیدواژه‌ها [English]

  • Meta-Memory
  • Implicit Beliefs of Intelligence
  • Academic Self-Efficacy
  • Academic Self-Regulation

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