رابطه ساده و چندگانه بين راهبردهاي يادگيري، خودكارآمدي با مديريت زمان و مكان مطالعه دانش-آموزان متوسطه

Simple and multiple Relation between learning strategies, Self- efficacy with time and study environment management high schools students

ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﺑﺮرﺳﯽ راﺑﻄﻪ ﺑﯿﻦ راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي و ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎ ﻣﺪﯾﺮﯾﺖ زﻣﺎن و ﻣﮑﺎن داﻧﺶ آﻣﻮزان ﻣﺘﻮﺳﻄﻪ ﺑﻮد. روش ﺗﺤﻘﯿﻖ ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣـﺎري ﺷـﺎﻣﻞ 2950 ﻧﻔـﺮ از داﻧﺶ آﻣﻮزان ﻣﺘﻮﺳﻄﻪ آﻣﻞ ﺑﻮد. از ﺑﯿﻦ ﺟﺎﻣﻌﻪ آﻣﺎري ﺑﺮ اﺳﺎس ﻓﺮﻣﻮل ﮐﻮﮐﺮان ﺗﻌﺪاد 333ﻧﻔﺮ از داﻧـﺶ آﻣﻮزان ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪ اي ﭼﻨﺪﻣﺮﺣﻠﻪاي ﺑﻪ ﺻﻮرت ﺗﺼﺎدﻓﯽ اﻧﺘﺨﺎب ﮔﺮدﯾﺪ. اﺑـﺰار ﭘـﮋوﻫﺶ، ﺑﺨﺸﯽ از ﭘﺮﺳﺸﻨﺎﻣﻪي راﻫﺒﺮدﻫﺎي اﻧﮕﯿﺰش ﺑﺮاي ﯾـﺎدﮔﯿﺮي ﭘﯿﻨﺘـﺮﯾﭻ و ﻫﻤﮑـﺎران ﺷـﺎﻣﻞ ﺧﻮدﮐﺎراﻣـﺪي، راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي و ﻣﺪﯾﺮﯾﺖ زﻣﺎن ﺑﻮد. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺿـﺮﯾﺐ ﻫﻤﺒﺴـﺘﮕﯽ ﭘﯿﺮﺳـﻮن، رﮔﺮﺳـﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﺑﻪ روش ﻫﻤﺰﻣﺎن ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮماﻓـﺰار SPSS21 ﺗﺤﻠﯿـﻞ ﺷـﺪ. ﺑـﯿﻦ راﻫﺒﺮدﻫـﺎي ﯾـﺎدﮔﯿﺮي، ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎ ﻣﺪﯾﺮﯾﺖ زﻣﺎن و ﻣﮑﺎن ﻣﻄﺎﻟﻌﻪ داﻧﺶ آﻣﻮزان راﺑﻄـﻪ وﺟـﻮد دارد. ﺗﺤﻠﯿـﻞ رﮔﺮﺳـﯿﻮن ﻧﯿـﺰ ﻧﺸﺎن داد ﮐﻪ ﺳﺎزﻣﺎﻧﺪﻫﯽ، ﺑﺴﻂ ﻣﻌﻨﺎﯾﯽ، ﺧﻮدﺗﻨﻈﯿﻤﯽ و ﺧﻮدﮐﺎراﻣـﺪي ﻣـﺪﯾﺮﯾﺖ زﻣـﺎن و ﻣﮑـﺎن ﻣﻄﺎﻟﻌـﻪ داﻧـﺶ آﻣـﻮزان را ﭘـﯿﺶ ﺑﯿﻨـﯽ ﻣـﯽ ﮐﻨﻨـﺪ )ﺑـﻪ ﺗﺮﺗﯿـﺐ ﺑـﺎ 0/39 ،0/17 ، 0/224 ، 0/178- =Beta و p0/01<(. اﻣﺎ ﺳﻬﻢ ﺑﻘﯿﻪ ﻣﺘﻐﯿﺮﻫﺎ در ﭘﯿﺶﺑﯿﻨﯽ ﻣﺪﯾﺮﯾﺖ زﻣﺎن و ﻣﮑﺎن ﻣﻄﺎﻟﻌﻪ داﻧـﺶ آﻣـﻮزان ﻣﻌﻨـﯽ دار ﻧﺒﻮد.

The aim of this study was to investigate relationship between between learning strategies and Self- efficacy with time and study environment management in high school students.The research Method was descriptive correlational.The population was 2,950 high school students in Amol. According to the Cochrane formula 333 high school students were selected by multistep random sampling method. The research instruments were the part of pintrich and et al questionnaire Self- efficacy, learning strategies and time and study environment management. Data were analyzed by using Pearson correlation and multiple regression by using simultaneous SPSS21. There is relationship between learning strategies and Self- efficacy with time and study environment management. Regression analysis showed that organization, Self- efficacy, self- regulation and elaboration predict students' time and study environment management (Beta= -0/178, 0/224, 0/39, 0/17 & p<0/01) . but share of other variables were not significant in predicting time and study environment management.