نوآوری آموزشی،یادگیری و ارزشیابی

نوآوری آموزشی،یادگیری و ارزشیابی

روابط ساختاری یادگیری الکترونیکی با یادگیری خود راهبر: نقش میانجی انگیزش تحصیلی و سرزندگی تحصیلی در دانش‌آموزان مقطع متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه روانشناسی، واحد دامغان، دانشگاه آزاد اسلامی، دامغان، ایران
2 دکتری تخصصی روانشناسی، گروه روانشناسی و مشاوره دانشگاه فرهنگیان، تهران، ایران
3 کارشناسی ارشد روانشناسی بالینی، واحد تهران غرب، دانشگاه آزاد اسلامی، تهران، ایران.
4 کارشناسی ارشد روانشناسی تربیتی، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران
چکیده
پژوهش حاضر باهدف بررسی روابط ساختاری یادگیری الکترونیکی با یادگیری خود راهبر از طریق انگیزش تحصیلی و سرزندگی تحصیلی در دانش‌آموزان مقطع متوسطه انجام شد. روش پژوهش حاضر ازنظر هدف کاربردی و از حیث ماهیت داده‌ها توصیفی از نوع همبستگی بود. جامعه آماری پژوهش حاضر شامل کلیه دانش‌آموزان دختر مقطع متوسطه دوم منطقه 14 شهر تهران در سال تحصیلی 1402-1401 بود. از بین افراد تعداد 400 نفر پس از رعایت ملاک‌های ورود و خروج با روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. شرکت‌کنندگان به مقیاس‌های یادگیری الکترونیکی (واتکینز و همکاران، 2004)، خود راهبری در یادگیری (Fisher et al., 2001)، انگیزش تحصیلی (Harter, 1981) و سرزندگی تحصیلی (Martin and Marsh, 2006)، پاسخ دادند. داده‌ها با استفاده از مدل‌سازی معادلات ساختاری و با نرم‌افزارهایSPSS-26 و Amos-24 تحلیل شدند. نتایج نشان داد که یادگیری الکترونیکی رابطه معناداری با انگیزش تحصیلی و سرزندگی تحصیلی دارد. انگیزش تحصیلی و سرزندگی تحصیلی نیز رابطه مثبت و معناداری با یادگیری خود راهبر دارند. همچنین انگیزش تحصیلی و سرزندگی تحصیلی نقش میانجی در رابطه بین یادگیری الکترونیکی با یادگیری خود راهبر دارند. به نظر می‌رسد یادگیری الکترونیکی با میانجی‌گری انگیزش تحصیلی و سرزندگی تحصیلی نقش مهمی در پیش‌بینی یادگیری خود راهبر دارد.
کلیدواژه‌ها
موضوعات

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