رابطه‌ي جهت‌گيري هدف،يادگيري خودتنظيمي با عملكرد تحصيلي دانشجويان

The relationship between Epistemological Beliefs and Student Teachers’ Academic Self-efficacy

هدف پژوهش حاضر بررسي روابط بين خودكارآمدي، ارزش‌گذاري تكاليف، جهت‌گيري هدف، خودتنظيمي فراشناختي و راهبردهاي يادگيري با عملكرد تحصيلي در دانشجويان بود.جمعيت نمونه با استفاده از روش نمونه گيري خوشه اي تعداد 200 نفر از دانشجويان مورد سنجش قرار گرفتند.نتايج آماري الگوي مسير نشان داد كه خودكارآمدي نيرومندترين پيش‌بيني كننده عملكرد تحصيلي بود كه به شكل مثبتي اهداف پيشرفت و به شكل منفي اهداف اجتنابي را پيش‌بيني كرد. همچنين اهداف تبحري ، خودتنظيمي فراشناختي و راهبردهاي يادگيري بر عملكرد تحصيلي ، تأثيرمعني داري نداشت

The purpose of this research was to study relationship between epistemological beliefs (belief in certain knowledge, simplicity of knowledge, innate ability, quick learning) and academic self-efficacy as well as identifying the relative contribution of each of them to prediction of academic self-efficacy among student teachers in yazd University. during 2014-15. 300 subjects were selected based on one stage cluster method andMorgan and Krejcie table. Epistemological beliefs’ questionnaire and academic self-efficacy students’ questionnaires were used to collect data. Data were analyzed using pearson’s correlation test and maltiple regression analysis. Results indicated that all four kinds of epistemological belief have a negative significant relationship with academic self-efficacy. Also results revealed that simplicity of knowledge and quick learning were the negative predicting of academic self-efficacy. This means that students who have crude and simplistic beliefs have low self-efficacy. The findings demonstrated that students' enhanced epistemological beliefs could improve their academic self-efficacy