رابطه فرسودگي تحصيلي و يادگيري خود تنظيمي با عملكرد تحصيلي دانش‌آموزان دوره متوسطه

Relationship of academic burnout and self-regulated learning with academic performance of high school students

هدف پژوهش حاضر، بررسي رابطه فرسودگي تحصيلي و يادگيري خود تنظيمي با عملكرد تحصيلي دانش‌آموزان دوره متوسطه اردبيل در سال تحصيلي 90 ـ 89 است. روش تحقيق توصيفي و از نوع همبستگي و نمونه پژوهش شامل 379 نفر دانش‌آموز دختر و پسر بوده كه به روش نمونه‌گيري تصادفي خوشه‌اي از ميان 162 دبيرستان انتخاب شدند. ابزار جمع‌آوري داده‌ها براي سنجش فرسودگي تحصيلي پرسشنامه برسو سال (1997) و براي يادگيري خودتنظيمي پرسشنامه راهبردهاي انگيزشي براي يادگيري سال (1990) و براي عملكرد تحصيلي معدل كل نيمسال اول بوده است. نتايج ضريب همبستگي پيرسون نشان داد كه بين ابعاد فرسودگي تحصيلي و عملكرد تحصيلي رابطه منفي و بين يادگيري خودنظم داده و عملكرد تحصيلي رابطه مثبت و معناداري وجود دارد. در تحليل رگرسيون و تحليل مسير مشاهده شد كه نسبت به يادگيري خودنظم داده، فرسودگي تحصيلي بيشترين واريانس عملكرد تحصيلي را پيش بيني مي‌كند. همچنين تحليل 2 t هتلينگ نشان داد كه تفاوت معناداري با مقدارآماره (019/0=P؛27/0=2 t هتلينگ) بين تركيب سه متغير وابسته در دو گروه دانش‌آموزان دختر و پسر وجود دارد. تحليل‌هاي آزمون تي نمونه‌هاي مستقل نمايان ساخت كه دانش‌آموزان دختر و پسر تنها در متغير عملكرد تحصيلي تفاوت معناداري با هم دارند؛ به طوري كه ميانگين عمكرد تحصيلي دانش‌آموزان دختر32/17 و ميانگين عملكرد تحصيلي دانش آموزان پسر 99/16 است.

purpose of the present research was to explore the academic performance relationship with self-regulated learning, and academic burnout of Ardabil city high schools in 2010-11. The statistical sample of this research was included 379 high school students (197 boys, 182 girls) of Ardabil city. They were selected by multi-stage cluster sampling method irrespective of their field and year of study. The tools used in this research were three questionnaires: MSLQ, Berso’s academic burnout and average grade of academic semester in 2010-11. The results showed that there was a positive relationship between self-regulated learning and academic performance. However, there was a negative relationship between of academic burnout dimensions and academic performance. The results of multiple regression showed that academic burnout had a better capability in predicting the academic performance in comparison with self-regulated learning and path analysis showed that the academic burnout variable was the only variable, which was able to have a direct influence on the academic performance of students. On the other hand, the results of Hotlling t2 showed that there was a significant difference among the combination of three dependent variables in the two groups of female and male students. For an exact study, independent t-tests were used for all of the variables and the results showed that there was a significant difference between female and male students, just in term of academic performance.