مجله توسعه آموزش جندی شاپور اهواز

شماره جاری

بر اساس شماره‌های نشریه

بر اساس نویسندگان

بر اساس موضوعات

نمایه نویسندگان

نمایه کلیدواژه ها

درباره نشریه

اهداف و چشم انداز

اعضای هیات تحریریه

اصول اخلاقی انتشار مقاله

بانک ها و نمایه نامه ها

پیوندهای مفید

پرسش‌های متداول

فرایند پذیرش مقالات

اخبار و اعلانات

فرآیند داوری

مدل معادله ساختاری ارزش‌های تحصیلی، عشق به یادگیری، مهارت‌های سطوح بالای تفکر و دستاوردهای تحصیلی دانشجویان پزشکی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیئت علمی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران.

2 دکتری برنامه‌ریزی درسی، دانشگاه شیراز، شیراز، ایران.

3 متخصص زنان و مامایی، دانشکده پزشکی، دانشگاه علوم پزشکی جهرم، جهرم، ایران.

4 کارشناس ارشد روان‌شناسی عمومی، دانشگاه آزاد اسلامی واحد فیروزآباد، فیروزآباد، ایران.

5 دانشجوی کارشناسی ارشد مدیریت آموزشی، گروه مدیریت و برنامه‌ریزی آموزشی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران.

چکیده

ارزش‌های مورد انتظار دانشجویان از تحصیل و عشق به یادگیری دانشجویان پزشکی منجر به توانمندسازی دانشی و مهارتی آنان و زمینه‌ساز نگرشی پویا در بهبود و ارتقای خدمات نظام سلامت خواهد بود که بهره‌مندی از مهارت‌های سطوح بالای تفکر در تسهیل و تسریع این مهم اثرگذار است. مطالعه حاضر با هدف بررسی رابطه ارزش‌های تحصیلی، عشق به یادگیری، مهارت‌های سطوح بالای تفکر و دستاوردهای تحصیلی دانشجویان علوم پزشکی جهرم انجام گرفت. پژوهش حاضر از نوع همبستگی بود که به روش توصیفی انجام گردید. جامعه آماری مطالعه را تمامی دانشجویان رشته پزشکی دانشگاه علوم پزشکی جهرم در سال 99- 1398 (306 نفر) تشکیل دادند. با استفاده از فرمول کوکران و بر اساس روش نمونه‌گیری تصادفی، 160 نفر به عنوان نمونه (65 مرد و 95 زن) انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه‌های عشق به یادگیری، ارزش‌های تحصیلی، تفکر سطح بالا و پرسشنامه دستاوردهای تحصیلی دانشجویان بود. داده‌ها با استفاده از ضریب همبستگی پیرسون و رگرسیون ساده تجزیه و تحلیل شدند. نتایج نشان دادند که ارزش­های تحصیلی و عشق به یادگیری پیش‌بینی کننده مثبت و معنی‌دار دستاوردهای تحصیلی و مهارت‌های سطوح برتر تفکر دانشجویان بود. همچنین، مهارت‌های سطوح برتر تفکر به طور مستقیم پیش‌بینی کننده مثبت و معنی‌دار دستاوردهای تحصیلی دانشجویان بوده و نقش واسطه‌ای را در رابطه ارزش­های تحصیلی و عشق به یادگیری با دستاوردهای تحصیلی دانشجویان ایفا می‌کنند. 

کلیدواژه‌ها

عنوان مقاله [English]

The structural equation model of medical students' academic values, love of learning, higher order thinking skills, and academic achievements

نویسندگان [English]

  • Mehdi Mohammadi 1
  • Fahimeh Keshavarzi 1
  • Reza Naseri Jahromi 2
  • khatere Mohammad Jafari 2
  • Athar Rasekh Jahromi 3
  • Rahil Naseri Jahromi 4
  • Fatemeh Mirghafari 5

1 Faculty member, Department of Educational Planning and Management, Shiraz University, Shiraz, Iran.

2 Ph.D. of Curriculum Development, Shiraz University, Shiraz, Iran

3 Specialist in Obstetrics and Gynecology, School of Medicine, Jahrom University of Medical Sciences, Jahrom, Iran.

4 M.A of General Psychology, Firoozabad Islamic Azad University, Firoozabad, Iran.

5 M.A Student, Department of Educational Planning and Management, Shiraz University, Shiraz, Iran.

چکیده [English]

The values medical students expect from education and their love of learning will lead to the enhancement of their knowledge and skills and assuming a dynamic attitude towards improving and enhancing the services offered in the health system. Utilizing higher order thinking skills contributes to facilitating and accelerating this process. The aim of this study was to investigate the relationship between academic values, love of learning, higher order thinking skills, and academic achievement of medical students of Jahrom University of Medical Sciences. The present study was a descriptive correlational study the statistical population of which consisted of all medical students of Jahrom University of Medical Sciences in the academic year 2019-2020 (n = 306). Using Cochran's formula and random sampling method, 160 students were selected as the participants (65 males and 95 females). Research tools included questionnaires of love for learning, academic values, higher order thinking skills, and students' academic achievement. Data were analyzed using Pearson correlation coefficient and simple regression. The results showed that academic values and love of learning were positive and significant predictors of academic achievement and students' higher order thinking skills. Also, higher order thinking skills were positive and significant predictors of students 'academic achievement and played a mediating role in the relationship of academic values and love of learning with students' academic achievement.

کلیدواژه‌ها [English]

  • Structural equation model
  • Academic values
  • Love of learning
  • Higher order thinking skills
  • Academic achievements
مراجع
Abdi H, Mirshah Jafari SE, Nasr AR et all (2014). The Relationship between Meta-Cognitive Awareness of Faculty Members and Higher Order Thinking Instruction to Students. Iranian Journal of Medical Education, Vol. 14, No. 5, Pp. 383-371 [Persian]
Astin A (1999). Student Involvement: a Developmental Theory for Higher Education. Journal of College Student Personnel, Vol. 40, No. 5, Pp. 518-529.
Astin A, Oseguera L (2004). The Declining Equity of American Higher Education. The Review of Hgher Education, Vol. 27, No. 3, Pp. 321-341.
Ayutthaya DHN, Koomsap P (2019). Love-based teaching and learning method classification. In to be appeared in proceedings of INTED2019 Conference 11th-13th March.
Baron RM, Kenny DA (1986). The moderator- mediator variable distinction in social psychological research: conceptual, strategic and statistical considerations. J Pers Soc Psychol, Vol. 51, No. 6, Pp. 1173- 1182.
Beyer KB (1997). Improving Student Thinking: A Comprehensive Approach. 1st ed. Boston: Allyn and Bacon.
Boshier R (1971). Motivational Orientations of Adult Education Participants: a Factor Analytic Exploration of Houle’s typology. Journal of Adult Education, Vol. 21, No. 2. Pp. 3-26.
Boshier R, Collins JB (1985). The Houle Typology after Twenty-Two Years: a Large Scale Empirical Test. Adult Education Journal, Vol. 35, No. 3, Pp. 113- 30.
Brocket RG, Hiemstra RA (1991). Conceptual Framework for Understanding Self-Direction in Adult Learning' in Self-Direction in Adult Learning: Perspectives on Theory, Research, and practice. London: Routledge.
Brooks D, (2019). Students learn from people they love. New York Times.
Cochran WG (1963). Sampling Techniques, 2nd Ed., New York: John Wiley and Sons, Inc.
Deng Z (2017). Rethinking Curriculum and Teaching? Online Publication. DOI:  10.1093/acrefore/9780190264093.013.55
Dewall CN, Baumeister RF, Vohs KD (2008). Satiated with Belongingness? Effects of Acceptance, Rejection, and Task Framing of Self-Regulatory Performance. Journal of Personality and Social Psychology, Vol. 95, Pp. 1367 – 1382.
Erfianti L, Istiyono E,  Kuswanto H (2018). Developing Lop Instrument Test to Measure Higher Order Thinking Skills (HOTS) Bloom Ian for Senior High School Students. International Journal of Educational Research Review, Vol. 4, No. 3, Pp. 320- 329.  
Ebrahimi Y, Farjadi Gh (2010). The Impact of Higher Education on Economic Growth in Open Economies. Quarterly Journal of Research and Planning in Higher Education. Vol. 15, No. 4, Pp. 49- 61. [Persian]
Eccles JS. (2005). Subjective Task Value and Model of Achievement Related Choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation. (p. 105 – 122). New York: Guilford.
Eccles JS, Adler TF, Futterman R et all (1983). Expectancies, Values, and Academic Behaviors. In J. T. Spence (Ed.), Achievement and Motivation: Psychological and Sociological Approaches (pp. 75 – 146). San Francisco: Freeman.
Feather NT (2010). Values, Valences, and Course Enrollment: Testing the Role of Personal Values within an Expectancy-Value Framework. Journal of Educational Psychology, Vol. 80, No. 13, Pp. 381 – 391.
Field J (2006). Lifelong Learning and the New Educational Order. Stoke on Trent. UK: Trentham Books.
Gibbons M (2002). The Self-directed learning handbook: Challenging adolescent students to excel.1st ed. San Francisco, CA: Jossey -Bass.
Han S. (2020). Policy experimentation and power negotiation in China’s higher education reforms. Higher Education, Vol. 79, No. 2, pp. 243-257.
Hardy LS (2005). Linear Relationship between Campus Environment, Involvement and Educational Outcomes at Tribally Controlled Community college. Doctoral dissertation. University of Memphis, College of education.
Hyun CC, Wijayanti LM, Asbari M, et all (2020). Implementation of contextual teaching and learning (CTL) to improve the concept and practice of love for faith-learning integration. International Journal of Control and Automation, Vol. 13, No. 1, Pp. 365-383.
Lawrence PR, Nohria N (2002). Driven: How Human nature shapes our choices. 1st ed. Sanfrancisco: Jossey -Bass.
Lewis A, Smith D (1993). Defining Higher Order Thinking. Theory into Practice Journal. Vol. 32, No. 3, Pp. 131−137.
McFarlane TA (2003). Defining and measuring the love of learning. Ph. D Thesis, Denver Univ: Colorado.
McLoughlin D, Mynard J. An Analysis of Higher Order Thinking in Online Discussions. Journal of Innovations in Education and Teaching International, Vol. 46, No. 2, Pp. 147- 160.
Michael H, Hopson RL, Gerald S et all (2001). Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills, Journal of Research on Technology in Education; Vol. 34, No. 2, Pp. 109-119.
Minarni A, Elvis E (2019). Learning Approach and Soft-skills Contribution toward Mathematical Higher Order Thinking Skill of Junior High School Students. American Journal of Educational Research, Vol. 7, No. 12, Pp. 925- 929.
Miri B, Ben-chaim D, Zoller U (2007). Purposely teaching for the Promotion of Higher Order Thinking Skills: A case of Critical Thinking. Research in Science Education, No. 37, Pp. 353- 369.
Moghadasi J, Noruzzadeh R (2009). Survey and comparison of knowledge, attitude and skill level of the Master students of information technology management using virtual and traditional education in Islamic Azad University. Journal of Cultural Management, Vol. 3, No. 4, Pp. 95- 106. [Persian]
Peterson C, Seligman M (2004). Character Strengths and Virtues: A Handbook and Classification. 1st ed. New York: Oxford University Press.
Pintrich PR, Smith D, Garcia T et all (2011). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, Vol. 53, No. 14, Pp. 810 – 813.
Polly D, Leigh A (2009). Developing Higher Order Thinking Skills through Web Quests. Journal of Computing in Teacher Education, Vol. 26, No. 1, Pp. 29- 34.
Rogers EM (2003). Diffusion of Innovations. 5th ed. New York: Free Press
Schwartz SH, & Bardi A (2008). Value Hierarchies across Cultures Taking a Similarities Perspective. Journal of Cross- Cultural Psychology, Vol. 32, No. 2, Pp. 268–271.
Sheikholeslami R, Mohamadi M, Naseri Jahromi R, et all (2015). Causal model of academic self-efficacy, self-regulated learning and student’s academic gains. Journal of Technology of Education, Vol. 9, No, 4, Pp. 285- 298 [Persian]
Smorti M (2014). Sensation Seeking and Self-Efficacy Effect on Adolescents Risky Driving and Substance Abuse. Procedia – Social Behavior, Vol. 140, Pp. 638.
Stevenson R, Kohunui B, Ham CEDVA )2019.( makerspace where learners love to learn in Aotearoa.
Vallejo AJ (2019). The Higher Order Thinking Skills of Students on Visayan Poems. Universal Journal of Educational Research, Vol. 7, No. 8, Pp. 1679-1689.
Wentzel KR (2005). Peer Relationships, Motivation, and Academic Performance at School. In A. J. Elliot, & C. S. Dweck (Eds.), Handbook of Competence and Motivation (pp. 279 – 296). New York: Guilford Press.
Wigfield A, Eccles JS (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology Journal, Vol. 25, No. 17, Pp. 68 – 81.
Williams JM (2007). College Student Experiences Questionnaire Research Program. 47 the Annual forum of the association for institutional research, Kansas City.
Zare S, Zeinalipoor H, Naseri Jahromi R (2017). Study of the relationship between self-regulated learners strategies with academic achievement. Journal of Research in Medical Education, Vol. 9, No. 4, Pp. 57-49 [Persian]
مجله توسعه آموزش جندی شاپور اهواز
دوره 12، شماره 2
فصلنامه تابستان 1400
مرداد 1400
صفحه 387-399
فایل ها
هم رسانی
ارجاع به این مقاله
آمار