رابطه یادگیری خودراهبر و سرزندگی تحصیلی با نقش واسطه‌ای انگیزش تحصیلی

نویسندگان
رامین حبیبی کلیبر
لیلا قبادی
دانشگاه شهید مدنی
10.52547/erj.7.41.6
چکیده
پژوهش حاضر با هدف بررسی نقش واسطه‌­ای انگیزش تحصیلی در رابطه یادگیری خودراهبر و سرزندگی تحصیلی انجام شد. روش پژوهش توصیفی از نوع همبستگی (تحلیل مسیر از نوع معادلات ساختاری) بود. جامعه آماری شامل کلیه دانشجویان دانشگاه شهید مدنی آذربایجان در سال تحصیلی 98-1397 بودند که تعداد آن­ها 8000 نفر بود که از این تعداد 244 دانشجو (172دختر و 72پسر) با روش نمونه­‌گیری خوشه‌­ای چند مرحله­‌ای به عنوان نمونه انتخاب شده و مورد بررسی قرار گرفتند. در پژوهش حاضر از پرسشنامه‌­های یادگیری خودراهبر فیشر و همکاران (2001)، انگیزش تحصیلی لپر و همکاران (2005) و سرزندگی تحصیلی حسین چاری و دهقانی زاده (1391) به عنوان ابزار جمع­‌آوری اطلاعات مورد استفاده قرار گرفت. برای تحلیل داده‌ها از روش معادلات ساختاری و نرم‌­افزار ایموس استفاده شد. نتایج تحلیل مسیر نشان دادند در مدل پیشنهادی مدل مفروض با داده­‌های پژوهشی برازش می‌­شوند. اثر مستقیم یادگیری خودراهبر بر انگیزش تحصیلی و اثر مستقیم انگیزش تحصیلی بر سرزندگی تحصیلی هر دو در سطح (01/0>P) معنادار بودند. همچنین اثر غیرمستقیم یادگیری خود راهبر بر سرزندگی تحصیلی ( 05/0>P) معنادار شد. یادگیری خودراهبر 26/0درصد از تغییرات انگیزش و 16/0 درصد از واریانس سرزندگی را تبیین می­‌کند. بنابراین توجه به یادگیری خودراهبر نقش مهمی در انگیزش تحصیلی و سرزندگی تحصیلی دانشجویان دارد.
کلیدواژه‌ها
انگیزش تحصیلی
سرزندگی تحصیلی
یادگیری خودراهبر

عنوان مقاله English

The relationship between self-directed learning and academic vitality with the intermediate role of academic motivation

نویسندگان English

ramin Habibi-Kaleybar
leila gobadi
shahid madani
چکیده English

The aim of this study was to investigate the mediating role of academic motivation in self-directed learning and academic vitality. The research method was descriptive-correlational (path analysis of structural equations). The statistical population included all students of Shahid Madani University of Azerbaijan in the academic year 2019-2020, whose number was 8000, of which 244 students (172 girls and 72 boys) were selected as a sample by multi-stage cluster sampling were examined. In the present study, self-directed learning questionnaires of Fisher et al. (2001), academic motivation of Leper et al. (2005) and academic vitality of Hossein Chari and Dehghanizadeh (2012) were used as data collection tools. Structural equation method and Emos software were used to analyze the data. The results of path analysis showed that in the proposed model, the assumed model fits with the research data. The direct effect of self-directed learning on academic motivation and the direct effect of academic motivation on academic vitality were both significant at the level (P <0.01). Also, the indirect effect of self-directed learning on academic vitality (P <0.05) was significant. Self-directed learning explains 0.26 percent of motivation changes and 0.16 percent of vitality variance. Therefore, paying attention to self-directed learning has an important role in students' academic motivation and academic vitality.

کلیدواژه‌ها English

Academic motivation
academic vitality
self-directed learning
Alotaibi, K. N. (2016). The learning environment as a mediating variable between self-directed learning readiness and academic performance of a sample of Saudi nursing and medical emergency students. Nurse education today, 36, 249-254.
Alivernini, F., & Lucidi, F. (2013). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study.
Arsal, Z. (2010). The effects of diaries on self-regulation strategies of pre-service science teachers, International Journal of Environmental and Science Education, 5(1), 85-103.
Avdal, E. Ü. (2013). The effect of self-directed learning abilities of student nurses on success in Turkey. Nurse education today, 33(8), 838-841.
Chou, P. N., & Chen, W. F. (2008). Exploratory study of the relationship between self-directed learning and academic performance in a web-based learning environment. Online Journal of Distance Learning Administration, 11(1), 15-26. Counseling Approaches. Professional School Counseling, 16(3), 158-171.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian psychology/Psychologie canadienne, 49(3), 182.
Duijn, M., Rosenstiel, I. V., Schats, W., Smallenbroek, C. & Dahmen, R. (2011). Vitality and health: A lifestyle programme for employees. European Journal of Integrative Medicine, 3, 97-10.
El-Gilany, A. H., & Abusaad, F. E. S. (2013). Self-directed learning readiness and learning styles among Saudi undergraduate nursing students. Nurse Education Today, 33(9), 1040-1044.
Tagomori, H., & Bishop, L. (2011). A Content Analysis of Evaluation.
Fisher, M., King, J., & Tague, G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse education today, 21(7), 516-525.
Harding, T. S., Vanasupa, L., Savage, R. N., & Stolk, J. D. (2007, October). Work-in-progress-Self-directed learning and motivation in a project-based learning environment. In Frontiers In Education Conference-Global Engineering: Knowledge Without Borders, Opportunities Without Passports, 2007. FIE'07. 37th Annual (pp. F2G-3). IEEE.
Harter S, (1980). A model of mastery motivation in children: Individual differences and developmental change, In W. A. Collins, Minnesota Symposium on child psychology, vol.14 (pp.213-225).Hill Sdale, NJ: Erlbaum.
Harter, S. (1981) .A new self -report scale of intrinsic versus extrinsic orientation in classroom: Motivational and informational componaents, Developmental Psychology, Vol. 17 (3), 300-312. http//facultystaff.ou.edu/L/ Huey.B.Long-1/…/selfdirected.html.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications.
Lapper Mark, R, J. H Corpus & Sh. S. Iyengar, (2005). Intrinsic and extrinsic motivation in the classroom: Age diferncenes and academic correlates, Jounal of Educational Psychology, vol. 97(2), 184-196.
Long, H, B. (2007). Skills for self directed learning. Retrived [Cited 2007] Available from.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychologicaland educational correlates: Aconstruct validity approach. Psychology in the Schools, 43, 267−282.
Martin, A.J. & Marsh, H.W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.
Masten, A. S. (2001). Ordinary magic: resilience processes in development. American Psychology, 56, 227-238.
Nejhad, A. A. H., & Hosseinimehr, M. (2015). Effect of motivational beliefs and self regulated learning strategies on achievement motivation of student in physical education schools (Application of structural equations).
Phan, H.P. & NGU, B.H. (2014). An empirical analysis of students’ learning and achievements: A motivational approach. Educationa Journal, 3(4), 203-216
Pintrich, P.R., & DeGroot, E.V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33-40.
Pintrich, R. R. (2000). multiple goals, multiple pathways: The role of goal orientation in learning andachievement. Journal of Educational Psychology, 92, 544–555.
Pittman, L. D., & Richmond, A. (2011). University Belonging, Friendship Quality, and Psychological Adjustment during the Transition to College. Journal of Experimental Education, 76 (2): 343 – 361.
Putwain, D. V., Connors, L., Symes, W. & Douglas-Osborn, E. (2011). Is academic buoyancy anything more than adaptive coping? Anxiety, Stress & Coping, 1-10.
Radnitzer, K. (2010). Emotional Intelligence and Self-Directed Learning Readiness among College Students Participating in a Leadership Development Program. Journal of Leadership Development, 12 (8): 124-130.
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
Rowell, L., & Hong, E. (2013). Academic motivation: Concepts, strategies, and counseling approaches. Professional School Counseling, 16(3), 158-171.
Salovaara, H. (2005). Achievement goals and cognitive learning strategies in dynamic contexts of learning. Oulu University Press, Oulu, Finland.
Solberg, P. A., Hopkins, W.G., Ommundsen, Y. & Halvari, H. (2012). Effects of threeTraining types on vitality among older adults: A self-determination theory perspective.
Psychology of Sport and Exercise, 13,407-417.
Tanaka, M. Watanabea, Y. (2012). Academic and Family Conditions Associated with Intrinsic Academic Motivation in Japanese Medical Students: A Pilot Study. Health Education Journal, 71(3), 358-364.
Zdena, R. saraka M. (2014). Motivation to study and work with talented students. Social and Behavioral Sciences, 114, 234 – 238.
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive Perspective. In M. Boekaerts, P. Pintrich & M. Zeinder (Eds.), Handbook of self-regulation (pp. 13-39). New York: Academic Press.