رابطه برنامه درسی پنهان با تحلیل رفتگی آموزشی دانشجویان دانشگاه بوعلی سینا همدان

پژوهش در برنامه ریزی درسی

مقاله 3، دوره 12، شماره 45، خرداد 1394، صفحه 29-41   

نوع مقاله: مقاله پژوهشی

نویسندگان

صدف ایمانی¹؛ ابوالقاسم یعقوبی^{* 2}

¹1و 4 و 5 کارشناس ارشد روانشناسی تربیتی. دانشگاه بوعلی سینا، همدان، ایران

²2و 3 دانشیار رشته روانشناسی، دانشگاه بو علی سینا، همدان، ایران

چکیده

هدف از انجام این پژوهش بررسی رابطه بین برنامه درسی پنهان با تحلیل رفتگی آموزشی دانشجویان دانشگاه بوعلی سینا همدان بود. روش پژوهشی مورد استفاد از نوع توصیفی ـ همبستگی بود. جامعه آماری پژوهش را کلیه دانشجویان مقطع کارشناسی سال آخر به تعداد 1359 نفر که در سال تحصیلی 1392-1391 مشغول به تحصیل بودند که از این تعداد طبق جدول نمونه‌گیری مورگان حجم نمونه 302 نفری به روش نمونه‌گیری تصادفی طبقه‏ای از میان دانشکده‌های دانشگاه انتخاب، و اطلاعات با استفاده از پرسشنامه‌های تحقیق گردآوری شدند. به منظور تجزیه و تحلیل داده‏ها در تمامی فرضیه‌ها از ضریب همبستگی پیرسون و رگرسیون چند متغیره استفاده شد. نتایج نشان داد که بین برنامه درسی پنهان و تحلیل رفتگی آموزشی دانشجویان رابطه معناداری منفی وجود دارد. همچنین بین برنامه درسی پنهان و ابعاد تحلیل رفتگی آموزشی (خستگی هیجانی، بدبینی و ناکارآمدی) دانشجویان دانشگاه بوعلی سینا همدان رابطه معناداری منفی وجود دارد.

کلیدواژه‌ها

برنامه درسی پنهان؛ تحلیل رفتگی آموزشی؛ دانشجویان

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