مدل‌يابي ساختاري رابطه‌ي خودكارآمدي، فراشناخت با ارزيابي حل مساله‌ي دانش‌آموزان متوسطه

Structural equation of modeling the relationship between self-efficacy and metacognition with problem solving appraisal

هدف اين پژوهش بررسي رابطه‌ي خودكارآمدي، فراشناخت با ارزيابي حل مساله‌ي دانش‌آموزان دبيرستاني است. به همين منظور 496 دانش‌آموز (275 دختر و 221 پسر) به روش نمونه گيري خوشه‌اي انتخاب و همه‌ي آنها مقياس ارزيابي حل مسيله هپنر(1988)، مقياس خودكارآمدي عمومي شرر(1982) و مقياس فراشناخت حالتي اونيل و عابدي(1996) را تكميل كردند. نتايج حاصل از تحليل مسير نشان داد كه خودكارآمدي بر ارزيابي حل مسيله اثر مستقيم و با ميانجي‌گري فراشناخت اثر غيرمستقيم دارد. فراشناخت با ارزيابي حل مسيله رابطه‌ي مثبت و معنادار دارد. خودكارآمدي با فراشناخت رابطه‌ي مثبت و معنادار دارد. در مجموع متغيرهاي پيش بين مدل 43/0واريانس ارزيابي حل مسيله را پيش بيني كردند.

The purpose of this study was to evaluate the relationship between selfefficacy and metacognition with problem solving appraisal among high school students. The sample consisted of 496 high school students (275 females, 221 males) who were randomly selected using cluster sampling method. All students were asked to complete Heppner’s Problem Solving Appraisal Scale (1988), Sherer’s General Self-efficacy Scale (1982), and O’niel & Abedi’s State Metacognition Scale (1996). The data from path analysis indicated that self-efficacy could directly and indirectly affect problem solving appraisal with the mediating effect of metacognition. Also metacognition positively had significantly related to problem solving appraisal. And self-efficacy positively had significantly related to metacognition. Predictor’s variables accounted for 0.43 of variance of problem solving appraisal.