طراحی مدل عملکرد تحصیلی و موفقیت تحصیلی بر اساس سبک‌های یادگیری و مهارت‌های فراشناختی خواندن با میانجیگری اشتیاق تحصیلی دانش‌آموزان پسر مقطع متوسطه دوم

دانش و پژوهش در روان شناسی کاربردی

مقاله 18، دوره 23، شماره 3 - شماره پیاپی 89، آذر 1401، صفحه 232-248   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsrp.2020.1907253.2571

نویسندگان

عباس پناهنده^{* 1}؛ حسین داوودی²؛ داوود تقوایی³؛ سهراب عبدی زرین⁴

¹دکتری تخصصی مشاوره، اصفهان، ایران.

²استادیار گروه مشاوره، واحد خمین، دانشگاه آزاد اسلامی، خمین، ایران.

³دانشیار گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران.

⁴دانشیار گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه قم، قم، ایران.

چکیده

این پژوهش با هدف طراحی مدل عملکرد تحصیلی و موفقیت تحصیلی بر اساس سبک‌های یادگیری و مهارت‌های فراشناختی خواندن با میانجیگری اشتیاق تحصیلی دانش‌آموزان پسر مقطع متوسطه دوم انجام شد. جامعه آماری شامل کلیه دانش‌آموزان پسر مقطع متوسطه دوم شهر اصفهان در سال تحصیلی 99-1398 بود که با روش نمونه‌گیری خوشه­ای چندمرحله­ای، تعداد 225 نفر به­عنوان نمونه پژوهش انتخاب شدند. شرکت‌کنندگان به پرسشنامه‌های عملکرد تحصیلی (Fam & Taylor, 1999)، سبک‌های یادگیری (Felder & Slomon, 1997)، راهبردهای فراشناختی خواندن (Mokhtari & Reichard, 2002) و اشتیاق‌تحصیلی (Fredricks et al, 2002) پاسخ دادند و معدل‌ تحصیلی معیار موفقیت‌تحصیلی دانش‌آموزان در نظر گرفته شد. ارزیابی مدل پیشنهادی با استفاده از مدل‌سازی معادلات ساختاری و با نرم­افزار Amos-24 انجام شد. نتایج نشان داد برازش کلی مدل مناسب بود و شاخص­های تایید مدل در سطح مناسب بودند. اثر مسقیم مهارت­های فراشناختی خواندن، سبک‌یادگیری درونداد و اشتیاق‌تحصیلی بر عملکرد‌ تحصیلی (001>p)، اثر مستقیم مهارت‌های فراشناختی خواندن، سبک یادگیری فهم و اشتیاق‌تحصیلی بر موفقیت‌تحصیلی (001>p) و اثر مسقیم مهارت‌های فراشناختی خواندن، سبک‌یادگیری ادراک و پردازش بر اشتیاق‌تحصیلی (001>p)، معنا‌دار بودند. ضرایب غیرمستقیم نشان داد که سبک‌یادگیری ادراک و پردازش از طریق اشتیاق‌تحصیلی، تاثیر غیرمستقیم معناداری بر عملکرد تحصیلی و موفقیت‌تحصیلی دارند (001>p). بنابراین، می­توان نقش سبک‌های یادگیری، مهارت‌های فراشناختی خواندن و اشتیاق تحصیلی در عملکرد تحصیلی و موفقیت تحصیلی دانش­آموزان را مهم قلمداد کرد. 

کلیدواژه‌ها

عملکرد تحصیلی؛ موفقیت تحصیلی؛ مهارت‌های فراشناختی خواندن؛ سبک‌های یادگیری؛ اشتیاق تحصیلی؛ دانش‌آموزان پسر؛ مقطع متوسطه دوم

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