نوع مقاله : علمی- پژوهشی

نویسندگان

1 استاد، دانشکده علوم تربیتی و روان‌شناسی دانشگاه خوارزمی

2 دانشجوی دکترای روان‌شناسی تربیتی، دانشگاه خوارزمی

چکیده

پژوهش حاضر باهدف بررسی رابطه باورهای معرفت‌شناختی و رویکردهای یادگیری با پیشرفت تحصیلی انجام شد. بدین منظور 332 نفر (176 دختر و 156 پسر) از دانشجویان رشته ریاضی دانشگاه‌های تهران با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. در این پژوهش از دو پرسش‌نامه باورهای معرفت‌شناختی شومر (1990) و پرسش‌نامه تجدیدنظر شده دوعاملی فرآیند مطالعه بیگز، کمبر و لانگ (2001) استفاده شد. نتایج نشان‌دهنده اثر مستقیم عامل سادگی دانش بر یادگیری سطحی و عمیق و اثر غیرمستقیم آن بر پیشرفت تحصیلی، از طریق رویکردهای یادگیری سطحی و عمیق بود. درنهایت مدل موردبررسی برازش مناسبی با داده­های پژوهش نشان داد.

کلیدواژه‌ها

عنوان مقاله [English]

The relationship between epistemological beliefs, learning approach and academic achievement

نویسندگان [English]

  • parvin kadivar 1
  • zahra tanha 2
  • soode rahmani 2

1

2

چکیده [English]

The purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches with academic achievement. Hence, a sample of 332 students (176 female, 156 male) were selected from mathematics students of Tehran Universities, using multistage cluster sampling. To collect data two questionnaires of epistemological beliefs (EQ, Schommer, 1990) and the revised study process (R-SPQ-2F, Biggs, Kember and Leung, 2001) were used. Results indicated a direct effect of complex knowledge on both deep and surface learning approaches. Furthermore, deep and surface approaches mediated the effect of simple knowledge on academic achievement. Finally, the results showed that the model adequately fit the data.

کلیدواژه‌ها [English]

  • Epistemological beliefs
  • learning approach
  • academic achievement
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