نویسنده

1استادیار روان شناسی، دانشگاه شهیدبهشتی، تهران، ایران

چکیده

پژوهش حاضر با هدف تعیین نقش سازه‌های انگیزشی و راهبردهای پردازش اطلاعات در نظم دهی یادگیری (خودنظم دهی یادگیری و نظم دهی بیرونی) صورت گرفت. داده‌های پژوهش از طریق پرسشنامه‌ای شامل زیر مقیاس نظم دهی یادگیری (Vermunt, 1998)، مقیاس خودکارآمدی تحصیلی(Mccllory & Bunting, 2002) ، پرسشنامه علاقه به مطالعه(Schefele’s et al, 1993) ، و راهبردهای یادگیری از راهبردهای انگیزشی برای یادگیری (Pintrich & Degroot, 1994) برای 264 دانش آموز دبیرستانی شهرستان نور (138 دختر و 126 پسر) جمع‌آوری شد. نمونه‌ها براساس روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب و. برای تحلیل داده‌ها از تحلیل رگرسیون چندمتغیره استفاده شد. یافته‌های حاصل از به کارگیری روش آماری بارون و کنی نشان داد خودکارآمدی تحصیلی و علاقه به مطالعه با راهبردهای پردازش اطلاعات عمیق و سطحی و راهبردهای پردازش اطلاعات با نظم دهی یادگیری رابطه معناداری دارد و در نتیجه خودکارآمدی تحصیلی و علاقه به مطالعه به واسطه رابطه با راهبردهای پردازش اطلاعات، به طور معناداری نظم دهی یادگیری را پیش‌بینی می‌کند.

کلیدواژه‌ها

عنوان مقاله [English]

Prediction of regulation of learning based on academic self-efficacy & study interest with mediation of information processing strategies

نویسنده [English]

  • sara ebrahimi

چکیده [English]

Abstract The purpose of this study was to investigate the role of motivational constructs(academic self-efficacy & study interest) and information processing strategies in regulation of learning (self-regulated learning and external regulation). The data were obtained from eleventh-grade students (138 female and 126 male) in Noor city. The sample was selected based on a multistage cluster random sampling. Our questionnaires in this study consisted of regulation of learning subscale from Inventory of Learning Styles (Vermunt, 1998), Academic Self-Efficacy Scale (Mccllory & Bunting, 2002), Study Interest Questionnaire (Schefele’s et al, 1993) and learning strategies from Motivated Strategies for Learning Questionnaire (Pintrich & Degroot, 1994). The structural equations model has been used for data analysis. The results indicated that academic self-efficacy and study interest have significant effects on the deep and surface information processing strategies and information processing strategies have significant effects on regulation of learning. In result academic self-efficacy and study interest predict significantly regulation learning by mediating of effects on the information processing strategies.

کلیدواژه‌ها [English]

  • Key words: self-regulated learning
  • external regulation
  • academic self-efficacy
  • study interest
  • information processing strategies

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