نویسندگان

1 عضو هیأت علمی دانشگاه آزاد اسلامی واحد مسجد سلیمان

2 کارشناس ارشد روان‌شناسی عمومی، دانشگاه آزاد اسلامی واحد اهواز

چکیده

هدف پژوهش پیش‌بینی پیشرفت تحصیلی با استفاده از رویکردهای یادگیری و ادراک از ساختار اهداف کلاس در دانشجویان کارشناسی ارشد دانشگاه آزاد اسلامی واحد اهواز است. طرح پژوهش رابطه‌ای از نوع همبستگی است. جامعۀ آماری همۀ دانشجویان کارشناسی ارشد دانشگاه آزاد اسلامی واحد اهواز در سال 94ـ1393 بودند. نمونه شامل 384 دانشجوی زن و مرد بود که به روش تصادفی طبقه‌ای انتخاب شدند. ابزارهای پژوهش شامل پرسشنامۀ رویکردهای مطالعۀ مارتون و سلجو (1976) و پرسشنامۀ ادراک از ساختار اهداف کلاس اردن و میدگلی (2000) است. داده‌ها با استفاده از ضریب همبستگی پیرسون و تحلیل رگرسیون گام به گام تحلیل شد. یافته‌های گام آخر تحلیل رگرسیون گام به گام نشان داد که دو متغیر رویکرد عمیق یادگیری و رویکرد سطحی یادگیری قادر به پیش‌بینی پیشرفت تحصیلی دانشجویان هستند و در مجموع 38 درصد از واریانس پیشرفت تحصیلی را تبیین می‌کنند (05/0>P < /font>).

کلیدواژه‌ها

عنوان مقاله [English]

Predicting Academic Achievement by Learning Approaches and Perception of the Classroom Goals among Graduate Students of Islamic Azad University of Ahvaz

نویسندگان [English]

  • Mohammad Hosein Mohebi Noredin Vand 1
  • Somayeh Dada 2

چکیده [English]

The aim of this research was to predict academic achievement by learning approaches and perception of the classroom goal among graduate students of IAU, Ahvaz Branch. It was a correlational study.  The population consisted of all graduate students of Islamic Azad University of Ahvaz in 2015. The sample consisted of 384 male and female students who were selected using random stratified sampling. The instruments included Study Approaches Questionnaire (Marton and Saljo, 1976) and Perception of Classroom Goal Scale (Urdan and Midgley, 2000). Data were analyzed using Pearson correlation coefficient and stepwise regression analysis. The last step of stepwise regression showed the two variables namely deep approach and surface approach to learning are able to predict students’ progress and overall can explain 38% of the variance in academic achievement (P<0.05).

کلیدواژه‌ها [English]

  • learning approaches
  • perception of classroom goal
  • Academic Achievement
  • M.S. Students of Islamic Azad University of Ahvaz

Ames, C. & Archer, L. (1988). Achievement goals in the classroom: Students, learning strategic and motivation processes, Journal of Educational Psychology, 25, 21-37. Anderman, L. & Anderman E. (1999). Social predictors of changes in student achievement goal orientations, Cotemporary Educational Psychology, 25, 21-37. Anderman, L. & Midgley, E. (1997). Changes in achievement goal grade access the transition to middle level school, Cotemporary Educational Psychology, 22, 269- 298. Barton, J.L. & Nelson, J.L. (2007). The relationship between personality, approach to learning and academic success in fierst-year psychology distance education students. Journal of Research in Personality, 40: 349-356. Bernardo, L.B. (2004). Approaches to learning and academic achievement of Filipino students. The Journal of Genetic Psychology. Bouffard, T. (1998). A Developmental study of the relationship between combind learning and performance goals and students. Self-regulated learning. British Journal of Educational Psychology. 68, 309-319. Diseth, A. (2003). Personality and approach to learning as predictors of academic achievement. European Journal of Pearsonality, 17, 143-155. Entwistle, N.J. (1991). Approaches to learning and perception of the learning environment, Higher Educatio, 22, 201-204. Entwistle, N.J. & Ramsden, P. (1983). Underestanding student learning. Lomdon: croom Helm. Entwistle, N.J. & Tate, H. (1995). The revised approaches to studing inventory endinburgh: Centere for Resarch Learning Instruction, University of Lincoln. Entwistle, N., & Tait, H., & Mc Cune, V. (2000). Patterns of response to an approaches to studing inventory across contrasting group and contexts. European Journalod Psychology of Education, 15, 1, 33-48. Marton, F. & Saljo, R. (1976). On gulitative difference in learning: 1. Outcome and process. British of Educational Psychology. 46, 4-11. Mathieu, J. & Zajac, D. (1996). Goal orientation in foundation. Organizational Behavior and Decision Processes, 67, 26-48. Patrick, H., Ryan, A., & Kaplan, A. (2007). Early adolescents pereeptions of classroom environment, motivation and beliefs, Journal of Educational Psychology, 99, 83-98. Urdan, T. & Midgley, C. (2000). Changes in the perceived classroom goal structure and patterns of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 527-551.