بررسی رابطه سختکوشی تحصیلی علمی و تصورات از یادگیری با نقش میانجی خودکارآمدی یادگیری علوم

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی-دانشگاه لرستان

2 عضو هیات علمی، گروه روان شناسی، داششکده علوم انسانی، دانشگاه لرستان، شهر خرم آباد، ایران.

10.22034/naes.2023.415729.1342

چکیده

مقدمه و هدف: مطالعه حاضر با هدف بررسی رابطه بین سختکوشی تحصیلی علمی و تصورات از یادگیری با نقش میانجی خودکارآمدی یادگیری علوم در بین دانش‌آموزان دوره متوسطه دوم شهر خرم‌آباد انجام شد.
روش: روش پژوهش توصیفی از نوع همبستگی بود. جامعه آماری پژوهش را تمامی دانش‌آموزان دوره متوسطه دوم شهر خرم‌آباد تشکیل دادند که با روش نمونه‌گیری تصادفی ساده 357 نفر به عنوان نمونه انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه‌های سختکوشی تحصیلی علمی (وانگ و تسای، 2016)، خودکارآمدی یادگیری علوم (لین و تسای، 2013) و تصورات از یادگیری (لی و جانسون و تسای، 2008)، استفاده شد. به منظور ارزیابی روابط بین متغیرها از روش مدل‌یابی معادلات ساختاری استفاده شد.
یافته‌ها: نتایج ضریب همبستگی و مدل‌یابی معادلات ساختاری نشان داد خودکارآمدی یادگیری علوم بر تصورات از یادگیری و سختکوشی تحصیلی علمی بر خودکارآمدی یادگیری علوم و تصورات از یادگیری اثر مستقیم دارد؛ همچنین، سختکوشی تحصیلی علمی بر تصورات از یادگیری از طریق خودکارآمدی یادگیری علوم تاثیر غیرمستقیمی داشته است.
نتیجه‌گیری: به‌طورکلی نتایج پژوهش حاضر نقش متغیرهای انگیزشی و شناختی را در تبیین تصورات از یادگیری مورد تائید قرار داد که دربر دارنده تلویحات سودمندی برای فرآیند یادگیری علمی است.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Investigate relationship science Academic Hardiness and Conceptions of Learning Science with the moderating role of Science Learning Self-Efficacy

نویسندگان [English]

  • davud kazemifard 1
  • hasanali veiskarami 2
1 lorestan universityPhD. Student of‌ Educational psychology-University of Lorestan, Khorramabad,
2 Faculty member, Department of Psychology, Faculty of Humanities, Lorestan University, Khoramabad, Iran.
چکیده [English]

Background and Aim: The present research aimed at studying relationship between the Academic Hardiness in Science and Conceptions of Learning Science with the moderating role of Science Learning Self-Efficacy among second-year high school students in Khorramabad city.
Methods: This study was a descriptive correlational research. The statistic population all the students, that 357 students were selected as the sample by applying simple random sampling method. To collect data, science Academic Hardiness Scale of Wong and Tsai (2016), Science Learning Self-Efficacy Questionnaire of Lin and Tsai (2013) and Conceptions of Learning Science Questionnaire of Lee, Johanson and Tsai (2008) were applied. The structural equation model was used to evaluate the relationships between variables.
Results: Furthermore, the results of correlation coefficient and structural equation model showed that the Science Learning Self-Efficacy in Science has direct influence on the Conceptions of Learning Science and Science Academic Hardiness has direct effect on the Conceptions of Learning Science and Science Learning Self-Efficacy. Moreover, Science Academic Hardiness on the Conceptions of Learning Science by the moderating role of Science Learning Self-Efficacy has been indirect influence.
Conclusion: In the general, the finding of the present study support the role that motivational and cognitive factors play in the determining the conception of learning science, which has useful implications for learners process of science learning.

کلیدواژه‌ها [English]

  • Conceptions of Learning Science
  • Science Learning Self-Efficacy
  • Science Academic Hardiness
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