رابطه علّي تعاملات آموزشي با رضايت تحصيلي از طريق ميانجي‌گري خودتنظيمي ‌تحصيلي

The causal relationship of educational interactions with academic satisfaction mediated by academic self-regulatory learning

در تحقيق حاضر، رابطه علّي تعاملات آموزشي با رضايت تحصيلي از طريق ميانجي‌گري خودتنظيمي‌تحصيلي مورد مطالعه قرار گرفت. دانشجويان دانشگاه پيام نور اهواز (1392) جامعه آماري تحقيق حاضر را تشكيل داده‌اند كه از بين آن‌ها 500 نفر به صورت تصادفي چند مرحله‌اي انتخاب شدند. براي جمع‌آوري داده‌ها از پرسشنامه‌هاي تعاملات آموزشي، رضايت تحصيلي و خودتنظيمي ‌تحصيلي استفاده گرديد. نتيجه نشان داد كه تعاملات آموزشي (تعامل دانشجو- دانشجو، تعامل دانشجو- استاد و تعامل دانشجو- محتوا) با رضايت تحصيلي رابطه علّي مثبت و رابطه تعامل دانشجو- دانشجو و دانشجو- محتوا با رضايت تحصيلي از طريق خودتنظيمي ‌تحصيلي معني‌دار اما مسير تعامل دانشجو- استاد به رضايت تحصيلي از طريق يادگيري خودتنظيمي ‌معني‌دار نشد. بر مبناي تحقيق حاضر پيشنهاد مي‌شود براي ‌ايجاد رضايت تحصيلي، تقويت تعامل دانشجو- دانشجو و دانشجو- محتوا در دانشجويان بسيار ضروري است

In the present research, the causal relationship of educational interactions with academic satisfaction mediated by self-regulatory learning has been investigated. The population of the present research included Payam Noor University students in Ahwaz (1392), 500 of whom were selected through multi-stage random sampling method. For data collection, the Sevari Educational Interactions Questionnaire (1391), the Sevari Educational Satisfaction (1391) and the Sevari Self-Regulatory Learning Questionnaire (1391) were used. The results showed that educational interactions (student-student interaction, student–professor interaction and student–content interaction) had a positive causal relationship with educational satisfaction. The relationships of student-student interaction and student–content interaction with educational satisfaction, through self-regulatory learning was significant, but the path form student–professor interactions to educational satisfaction through self-regulatory learning was not significant. Based on the present study, it is suggested that for creating educational satisfaction, it is extremely necessary to reinforce student-student and student–content interactions.