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نقش ادراک از محیط کلاس درس و انگیزش پیشرفت تحصیلی در پیش‌بینی رضایت تحصیلی دانشجویان

نوع مقاله : مقاله پژوهشی

نویسنده

عضو هیأت علمی، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران

چکیده

رضایت از تحصیل به عنوان یکی از شاخص­های اندازه­گیری کیفیت یادگیری و آموزش دانشجویان شناخته شده است. ادراک از محیط کلاس درس و انگیزش پیشرفت تحصیلی از جمله عواملی است که بر رضایت تحصیلی آن­ها اثرگذار است. هدف پژوهش حاضرنقش ادراک از محیط کلاس درس و انگیزش پیشرفت تحصیلی در پیش‌بینی رضایت تحصیلی دانشجویان بود. روش پژوهش توصیفی از نوع همبستگی است. جامعه آماری این پژوهش شامل کلیه دانشجویان دانشگاه علوم پزشکی تبریز در سال تحصیلی 98-1397 بودند که با توجه به نوع پژوهش و تعداد متغیرهای مورد مطالعه از جامعه مورد مطالعه منطبق با جدول برآورد نمونه مورگان تعداد 400 نفر به روش نمونه‌گیری خوشه‌ای انتخاب شدند. برای جمع‌آوری داده‌ها از پرسشنامه رضایت تحصیلی ترک‌زاده و محترم، انگیزش پیشرفت تحصیلی هرمنس و ادراک از محیط کلاس فراسر و همکاران استفاده شد. تجزیه و تحلیل داده‌ها با روش آماری ضریب همبستگی پیرسون و تحلیل رگرسیون انجام گرفت. نتایج پژوهش نشان داد که بین ادراک از محیط کلاس درس و مؤلفه‌های آن با رضایت تحصیلی رابطه مثبت و معناداری وجود دارد (05/0>P). همچنین بین انگیزش پیشرفت تحصیلی با رضایت تحصیلی رابطه مثبت و معناداری وجود دارد (05/0>P، 20/0=r). از سویی نتایج تحلیل رگرسیون نشان داد که متغیرهای ادراک از محیط کلاس درس و مؤلفه‌های آن و انگیزش پیشرفت تحصیلی می‌توانند تغییرات رضایت تحصیلی را در دانشجویان پیش‌بینی کنند. بنابراین ادراک محیط کلاس و انگیزش پیشرفت تحصیلی نقش مهمی در رضایت تحصیلی دانشجویان در تحصیل دارد. 

کلیدواژه‌ها

عنوان مقاله [English]

The Role of Perceptions of Class’ Environment and Motivation for Academic Achievement in Predicting Students’ Academic Satisfaction

نویسنده [English]

  • Ramin Habibi-Kaleybar

Faculty member, Department of Educational sciences, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran

چکیده [English]

Satisfaction with education is known as one of the indicators for measuring the quality of learning and teaching students. Furthermore, perception of the classroom environment and motivation for academic achievement are among the factors that affect students’ academic satisfaction. The purpose of the present study was to investigate the role of perception of classroom’s situation and motivation for academic achievement in predicting students' academic satisfaction. Hence, the research method was a descriptive correlational study. In addition, the statistical population of this study consisted of all students of Tabriz University of Medical Sciences in the academic year 2018-2019, and so 400 students were selected by cluster sampling according to Morgan sample estimation table. To collect the data, the questionnaire of Turkzadeh and Mohtaram’s Academic Satisfaction, Hermes academic achievement motivation, and Fraser’s et al. perception of Classroom environment. were used. Then, data were analyzed using Pearson correlation coefficient and regression analysis. According to the results, it showed that there was a positive and significant relationship between perception of classroom environment and its components and motivation for academic achievement with academic satisfaction (P <0.05). Moreover, there was a positive and significant relationship between academic achievement motivation and academic satisfaction (P <0.05, r = 0.20). On the other hand, the results of regression analysis showed that the variables of perception of classroom environment and its components and motivation for academic achievement can predict changes in students' academic satisfaction. Therefore, perceptions of classroom environment and motivation for academic achievement play an important role in students' academic satisfaction in education.

کلیدواژه‌ها [English]

  • Academic Satisfaction
  • Academic Achievement Motivation
  • Perception of Classroom Structure
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مجله توسعه آموزش جندی شاپور اهواز
دوره 11، شماره 3 - شماره پیاپی 3
فصلنامه پاییز 99
آبان 1399
صفحه 323-333
فایل ها
هم رسانی
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