مجله توسعه آموزش جندی شاپور اهواز

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اثر بخشی بسته آموزشی یادگیری خودراهبر بر مسئولیت پذیری تحصیلی و اهمال کاری تحصیلی در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، دانشگاه آزاد اسلامی، واحد اصفهان(خوارسگان)، اصفهان، ایران.

2 عضو هیئت علمی، گروه روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.

3 عضو هئیت علمی، گروه روانشناسی، دانشگاه آزاد اسلامی، واحد اصفهان (خوراسگان)، اصفهان، ایران.

چکیده

یادگیری خود راهبر، به عنوان یکی از روش های افزایش مسئولیت پذیری است که یادگیرنده خود را مسئول یادگیری خود بداند، پژوهش حاضر با هدف اثر بخشی بسته آموزشی مبتنی بر مولفه های یادگیری خودراهبر بر مسئولیت پذیری تحصیلی و اهمال کاری تحصیلی در دانشجویان جدید الورود دانشگاه فرهنگیان است. جامعه آماری شامل دانشجویان جدیدالورود دانشگاه فرهنگیان در سال تحصیلی 95-1396 که در دو گروه (کنترل و آزمایش) 18 نفری جایگزین شدند.  ابزار پژوهش شامل پرسشنامه استاندارد مسئولیت­پذیری(نعمتی، 1378)، پرسشنامه اهمال کاری تحصیلی سولونون و رثبلوم(1984) و بسته آموزشی مبتنی بر مولفه های یادگیری خودراهبر تدوین شده در پژوهش بود. تجزیه و تحلیل داده­ها با استفاده از آزمون تحلیل واریانس اندازه­های مکرر و از طریق نرم افزار Spss24 صورت گرفت. نتایج نشان داد که تفاوت میانگین نمرات در همه متغیرهای پژوهش (01/0>p)است. میزان تأثیر این بسته آموزشی بر بهبود مسئولیت پذیری در مرحله پس آزمون و پیگیری به ترتیب برابر با 6/58 و 8/64 درصد و میزان تأثیر این درمان بر کاهش اهمال کاری تحصیلی در مرحله پس آزمون و پیگیری به ترتیب برابر با 0/35 و 9/30 درصد بود. همچنین میزان تأثیر این بسته آموزشی برکاهش اهمال کاری عمومی، بعد جسمی-روانی و بر کاهش بی برنامگی معنی دار (01/0>p)است. با توجه به یافته­های پژوهش می توان گفت بسته آموزشی مبتنی بر مؤلفه های یادگیری خود راهبر، در گروه آزمایش در مرحله پس آزمون و پیگیری مسئولیت پذیری تحصیلی را افزایش داده است. هم چنین اهمال کاری تحصیلی و ابعاد آن در هر دو  مرحله در گروه آزمایش کاهش یافته است.

کلیدواژه‌ها

عنوان مقاله [English]

The effectiveness of training package self-directed learning on academic responsibility and academic procrastination in students

نویسندگان [English]

  • alireza jafari 1
  • mohammadali nadi 2
  • gholamreza manshaei 3

1 Ph. D student in Educational Psychology, Islamic Azad University, Isfahan Branch (Kharazgan), Isfahan, Iran

2 Faculty Member, Department of Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran

3 Faculty Member, Department of Psychology, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran

چکیده [English]

Self-directed learning is one of the ways to increase responsibility that recognizes the learner as responsible for learning. The present study aims at the effectiveness of the educational package based on self-directed learning components on academic accountability and academic procrastination in new students of Farvardian University. Is. The statistical population consisted of freshman students from Farhangian University in the academic year 2012-2013, which were replaced in two groups (control and experiment) of 18 people. The research instrument was a standard accountability questionnaire (Nemati, 1999), Solonon & Rothblum (1984), and Educational Package, based on self-directed learning components developed in the study. Data analysis was done by repeated measures analysis of variance (ANOVA) through Spss24 software. The results showed that the difference between the mean scores in all research variables (p <0.01). The effect of this educational package on the improvement of accountability in the post-test and follow-up stage was 58.6% and 64.8%, respectively, and the effect of this treatment on reducing the academic procrastination in the post-test and follow-up stage was respectively 35.0 And 30.9% respectively. Also, the effect of this curriculum on decreasing general negligence, physical and mental dimensions, and significant reduction in unsatisfactory (P <0.01). According to the findings of the research, it can be said that the educational package based on self-directed learning components has increased in the experimental group in the post-test and follow up of academic accountability. Also, academic pay neglected and its dimensions decreased in both experimental and experimental groups.

کلیدواژه‌ها [English]

  • self-directed learning
  • academic responsibility
  • academic procrastination
  • student
  • Farhangian University
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مجله توسعه آموزش جندی شاپور اهواز
دوره 9، ویژه نامه 97
مهر 1397
صفحه 48-63
فایل ها
اشتراک گذاری
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