شناسايي متغيرهاي پيشايندي مؤثر بر پيامدهاي يادگيري دانشجويان دوره كارشناسي (فراتحليل)

Identification of antecedent variables affecting learning outcomes of undergraduate students: a meta-analysis

پيامدهاي يادگيري به دستاوردهاي فرد بعد از يادگيري اشاره دارد كه در پي آن، رشد و توسعه فرد در حوزه ­هاي شناختي، عاطفي، هيجاني و مهارتي صورت مي­ گيرد و زمينه رشد بيشتر وي براي انتزاع از معنا و مفاهيم درسي ايجاد مي­ شود. شناسايي متغيرهاي پيشايندي مؤثر بر پيامدهاي يادگيري دانشجويان از دغدغه­ هاي مهم روانشناسي تحصيلي است. هدف اصلي اين مطالعه مرور مطالعات ملي و بين ­المللي، تلفيق آنها و انجام دادن فراتحليل دقيق، شناسايي متغيرهاي پيشايندي مؤثر بر پيامدهاي يادگيري دانشجويان دوره كارشناسي و طراحي مدل پيش­ بيني پيامدهاي يادگيري بود. با مرور بيش از 150 مطالعه در 30 سال اخير، 30 منطبق با ملاك­ ها تشخيص داده شد. با استفاده از نرم ­افزار فراتحليل جامع، اندازه اثر بر اساس شاخص همبستگي محاسبه ­شد. يافته­ ها نشان داد كه تأثير چهار متغير نيازهاي روانشناختي، محيط يادگيري، انگيزش تحصيلي و رويكردهاي مطالعه بر پيامدهاي يادگيري دانشجويان معنا­دار است. تأثير ميانگين اندازه اثر همه مؤلفه ­هاي نيازهاي ­روانشناختي (خودمختاري، شايستگي و ارتباط)، همه مؤلفه ­هاي محيط يادگيري (جوّ كلاسي، يادگيري و دانشگاهي)، دو مؤلفه انگيزش تحصيلي (انگيزش­ دروني و بي ­انگيزگي) و دو مؤلفه رويكردهاي مطالعه (سطحي و عميق) بر پيامدهاي يادگيري معنا­دار شد. بر اساس چهار عامل مؤثر بر پيامدهاي يادگيري دانشجويان دوره كارشناسي، مدل مفهومي طراحي شد.

Outcomes of learning refer to the achievements of the individual after learning that is followed by the growth and development of the individual in the areas of cognitive, emotional, emotional and skill. The context for his further growth is created from abstract to the meaning and concepts of a lesson. Identifying antecedent variables effecting students' learning outcomes is one of the important concerns of educational psychology. The main objective of this paper was to review national and international studies about learning outcomes and to identify the antecedent variables effecting the learning outcomes of undergraduate students by meta-analysis. By reviewing more than 150 studies that have examined the factors effecting learning outcomes in the past 30 years, 30 studies were found to meet the criteria. Using Comprehensive Meta-analysis Software, the effect size was calculated based on the correlation index. Findings indicated that the effect of four variables of “psychological basic needs”, “learning environment”, “academic motivation” and “approaches study” on the learning outcomes was significant. Other findings showed that the effect of the average effect size of all components of psychological needs (autonomy, competence and communication), all components of the learning environment (classroom, learning and university climates), two components of academic motivation (intrinsic motivation and lack of motivation) and the effect of two components of study approaches (superficial and deep) on the learning outcomes were significant. Finally, a conceptual causal model was designed based on four factors effecting the learning outcomes for undergraduate students.