مقايسه و رابطه ي درگيري تحصيلي با پيشرفت تحصيلي دانشجويان داخلي و خارجي دوره كارشناسي دانشگاه فردوسي مشهد

Comparison and the relationship between academic engagement with academic achievement of foreign and domestic undergraduate students of Ferdowsi university of Mashhad

آموزش عالي در حال تبديل شدن به مراكز جهاني و بين المللي است و تعداد دانشجويان خارجي در دانشگاه‌ها رو به افزايش است. با توجه به اينكه درگيري تحصيلي دانش آموزان ايراني به طور گسترده مورد مطالعه قرار گرفته و مطالعه‌اي بر روي دانشجويان بخصوص دانشجويان خارجي صورت نگرفته است، هدف پژوهش حاضر مقايسه و رابطه‌ي درگيري تحصيلي و پيشرفت تحصيلي دانشجويان داخلي و خارجي دوره كارشناسي دانشگاه فردوسي مشهد مي‌باشد. بدين‌ منظور، يك گروه 39 نفري از دانشجويان خارجي و يك گروه 171 نفري از دانشجويان داخلي دانشگاه فردوسي مشهد با روش نمونه‌گيري تصادفي ساده انتخاب و مقياس راهبردهاي انگيزشي و يادگيري پنتريج و همكاران (1991)، اجرا گرديد كه ضرائب آلفاي كرونباخ براي مؤلفه‌هاي حاصل از اين پرسشنامه در بخش انگيزش براي ارزش تكليف 0/89 و در بخش راهبردهاي يادگيري بين 0/77 تا 0/84 به دست آمد. در اين مطالعه معدل كل دانشجويان به عنوان شاخصي از پيشرفت تحصيلي آنان مد نظر قرار گرفت و براي تحليل داده‌ها از نرم‌افزار آماري spss استفاده شد كه داده‌هاي حاصل با استفاده از آزمون t - استيودنت و ضريب همبستگي پيرسون و آزمون فيشر تحليل شدند. يافته‌ها نشان دادند كه، بين درگيري تحصيلي دانشجويان داخلي و خارجي تفاوت معناداري وجود نداشت. بين متغيرهاي ارزش‌ تكليف، مرور ذهني، بسط‌ دهي، خود نظم‌دهي فراشناختي و كمك‌طلبي بين دو گروه دانشجويان داخلي و خارجي اختلاف معناداري وجود نداشت اما در متغير سازماندهي بين دو گروه دانشجويان داخلي و خارجي اختلاف معناداري وجود داشت. بين پيشرفت تحصيلي دانشجويان داخلي و خارجي تفاوت معناداري وجود نداشت. بين درگيري تحصيلي و پيشرفت تحصيلي رابطه‌ي مثبت و معنادار وجود داشت همچنين بين رابطه درگيري تحصيلي و پيشرفت تحصيلي دانشجويان داخلي و خارجي تفاوت معناداري وجود نداشت.

Higher education institutes are turning to be global and international centers and the numbers of foreign students in universities are growing increasingly. Regarding academic engagement of Iranian pupils has been widely studied but there haven't been any researches performed on the students' especially foreign ones, the present paper aims at comparing and studying the relationship between academic engagement and education achievement of domestic and foreign undergraduate students of Ferdowsi university of Mashhad. To this purpose, a group of 39 foreign students and a group of 171 domestic students of Ferdowsi university of Mashhad were selected by simple random sampling and Learning and Motivational Strategies index of Pantrich et al (1991) was administered. Cronbach's alpha coefficients for components of the questionnaire were obtained on motivation for task value 0.89 and for learning sterategies between 0.77 and 0.84. In the present study, grade point average of students was considered as an indicator of their academic achievement and the statistical software SPSS was used for analyzing data the results of which were analyzed using t-student test and Pearson correlation coefficient and Fisher test. The findings indicated that there was no significant difference in academic engagement between foreign and domestic students. In variables of task value, mental rehearsal, extension, metacognitive self-regulation and help seeking there wasn't any significant difference between domestic and foreign students; however, there was significant difference between them on the variable of organization. There wasn't also any significant difference in academic achievement between domestic and foreign students; however, there was a significant and positive relationship between academic achievement and academic engagement. Finally, there was no significant difference between foreign and domestic students in the relationship between academic engagement and academic achievement.