الگوي ساختاري چندگروهي بين رويكرد يادگيري و تجارب شخصي و آموزشي در دو گروه دانشجويان علوم انساني و علوم تحليلي-رياضي

Multi-group structural models between learning approaches and educational-personal experiences among Students in human sciences and mathematical-analytical sciences

هدف از پژوهش حاضر بررسي رابطه بين رويكردهاي يادگيري (عمقي و سطحي) با تجارب شخصي و آموزشي دانشجويان در پايان دوره چهار ساله كارشناسي در دو گروه علوم انساني و علوم تحليلي-رياضي است. براي اين منظور 320 نفر از دانشجويان سال آخر دانشگاه اصفهان با روش نمونه‌گيري تصادفي خوشه‌اي انتخاب شدند. از پرسش‌نامه رويكرد يادگيري بيگز به منظور مطالعه رويكرد يادگيري دانشجويان و از پرسش‌نامه رشد تجارب شخصي و آموزشي براي اندازه‌گيري تجارب شخصي و آموزشي آنان در چهار بعد مهارت‌هاي شناختي، مهارت‌هاي محاسباتي، مهارت‌هاي خودنظم‌بخشي و مهارت‌هاي اجتماعي استفاده شد. نتايج نشان داد كه در هر دو گروه علوم انساني و علوم تحليلي-رياضي، بين رويكرد يادگيري عمقي (انگيزش عمقي و راهبرد عمقي) با تجارب شخصي و آموزشي دانشجويان رابطه مثبت و معنا‌داري وجود دارد (0/01>p). بين رويكرد يادگيري سطحي (انگيزش سطحي و راهبرد سطحي) و تجارب شخصي و آموزشي در گروه علوم محاسباتي-رياضي، رابطه منفي گزارش شد (0/01>p). اين در حالي بود كه در گروه علوم انساني اگرچه رابطه منفي بين ابعاد مختلف رويكرد يادگيري سطحي و تجارب شخصي و آموزشي مشاهده شد ولي تنها در بين انگيزش سطحي و رشد شناختي (p<0/05, r=0/18) و راهبرد سطحي و رشد شناختي (p<0/01, r=0/24) اين رابطه معنا‌دار بود.

The aim of this study to investigate the relationship between approaches to learning (surface and deep approaches) and educational-personal experiences. Population of the study included students majoring at human sciences and analytical sciences at university of Isfahan, from among which 320 senior students were selected through cluster sampling. Instruments in this study were two questionnaires, i.e., The Revised Two Factor Study Process Questionnaire (R-SPQ-2F), which was used to measure approaches to learning among participants, and Personal and Educational Development Inventory (PEDI) which measured course experiences. A multi-group structural equation model (SEM) examining approaches to learning effects on educational-personal experiences by university majoring. The results indicated there was a significant positive relationship between deep approaches to learning (deep strategies and motivation) and student’s course experience among students majoring at human sciences and analytical sciences (P<0/01); thus, it was concluded that approaches to learning affected educational-personal experiences. One other finding in this study revealed there was a significant negative relationship between surface approaches to learning (surface strategies and motivation) and student’s educational-personal experiences among students majoring at analytical sciences (P<0/01). While, in students majoring at human sciences, there was a significant negative relationship between surface motivation to learning and student’s cognitive development ( ) and surface strategy and cognitive development ( ), but there was not significant relationships among the other aspect of surface approaches to learning and educational-personal experiences.