نقش ویژگی‌های بازخورد مؤثر بر انگیزش دانشجویان در یادگیری

پژوهش در برنامه ریزی درسی

مقاله 10، دوره 13، شماره 49، تیر 1395، صفحه 110-123   

نویسندگان

حسین سماواتیان^{* 1}؛ حمزه کاظمی مهیاری²

¹ستادیار گروه روان‌شناسی دانشگاه اصفهان، اصفهان، ایران

²کارشناس ارشد مدیریت MBA، مربی مؤسسه جهاد دانشگاهی خوزستان، اهواز

چکیده

هدف پژوهش حاضر تعیین تأثیر ویژگی‌های بازخورد مؤثر بر انگیزش دانشجویان در یادگیری بوده است. این پژوهش از لحاظ هدف کاربردی و از نظر ماهیت و روش توصیفی- پیمایشی از نوع همبستگی و مطالعه میدانی می‌باشد. جامعه آماری این پژوهش شامل 4435 نفر از دانشجویان جهاد دانشگاهی اهواز در سال تحصیلی 92-91 بوده است. حجم نمونه با استفاده از فرمول تعیین حجم نمونه برای جوامع محدود 153 مورد تعیین و نمونه‌‌گیری به روش تصادفی طبقه‌ای انجام شد. به منظور توصیف داده‌ها از شاخص‌های آمار توصیفی (میانگین، انحراف معیار، فراوانی و درصدها) و برای آزمون فرضیه‌های پژوهش از مدل‌سازی معادلات ساختاری استفاده گردید. نتایج آزمون مدل با استفاده از شاخص‌های CMIN/DF ، RMSEA،GFI ،AGFI ، NNFI(TLI)، NFI، CFI و IFI نشان داد که مدل برازش مناسبی با داده‌ها دارد. نتایج نشان دادند از دید دانشجویان سه ویژگی نوع، زمان‌بندی و ساختار بازخوردی که دریافت کرده‌اند از طریق تأثیر بر عوامل انگیزشی یادگیری، بر انگیزه دانشجویان برای یادگیری تأثیر داشته و در این میان زمان‎بندی بیشترین تأثیر را داشته است. همچنین از میان ویژگی‌های سه‌گانه بازخورد مؤثر تنها زمان‌بندی بازخورد بوده است که بر عوامل بهداشتی یادگیری دانشجویان تأثیر داشته است و ویژگی‌های ساختار و نوع بازخورد بر عوامل بهداشتی یادگیری مؤثر نبوده‌اند.

کلیدواژه‌ها

انگیزش؛ بازخورد؛ بازخورد مؤثر؛ یادگیری

مراجع

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