اثر باورهاي معرفت شناختي و ادراكات يادگيري بر عملكرد تحصيلي با ميانجي گري خودكارآمدي تحصيلي

The Effect of Epistemological Beliefs & Learning Perceptions on Academic Performance through Academic Self-Efficacy

در تحقيق حاضر، اثر باورهاي معرفت شناختي و ادراكات يادگيري بر عملكرد تحصيلي با ميانجي گري خودكارآمدي تحصيلي دانشجويان موردبررسي قرار گرفت. روش كليه دانشجويان رشته روان شناسي و علوم تربيتي شاغل به تحصيل در نيمسال اول تحصيلي 96-1395 دانشگاه پيام نور اهواز، جامعه آماري تحقيق حاضر را تشكيل داده اند كه از بين آن ها 210 نفر (166 دختر و 44 پسر) به صورت تصادفي خوشه اي چندمرحله اي انتخاب شدند. براي جمع آوري داده ها، از پرسش نامه باورهاي معرفت شناختي شومر (1990) ، ادراكات يادگيري و خودكارآمدي تحصيلي محقق ساخته (1395) و معدل تحصيلي دانشجويان استفاده شد. طرح تحقيق حاضر همبستگي است و ارزيابي مدل پيشنهادي با استفاده از مدل يابي معادلات ساختاري انجام گرفت. نتيجه گيري پس از اصلاح مدل پيشنهادي، نتايج تحليل داده ها نشان داد كه باورهاي معرفت شناختي بر عملكرد تحصيلي و خودكارآمدي تحصيلي و همچنين ادراكات يادگيري بر عملكرد تحصيلي و خودكارآمدي تحصيلي اثر مثبت و رابطه خودكارآمدي تحصيلي با عملكرد تحصيلي معنادار نبود.

Introduction: This study aimed at investigating the effect of epistemological beliefs and learning perceptions on academic performance through academic self-efficacy. Method: The present research plan was correlation and the assessment of the proposed model was done by the use of Structural Equation Modeling. All the first year male and female students studying in 2016 at Payame Noor University of Ahwaz were the statistical community of this study and among them 210 people (166 girls and 44 boys) were selected randomly by multi cluster stages. In order to collect data, the Schommer Questionnaire (1990), the researcher made Questionnaire of Epistemological Beliefs, Learning Perceptions and Academic Self-efficacy (Sevari, 2016), and academic performance of the students were used.Conclusion and Results: After the correction of the proposed model, the results showed that the epistemological beliefs have positive effects on academic performance and academic self-efficacy. Furthermore, learning perceptions have positive effect on the academic performance and academic selfefficacy. However, there was no significant relationship between academic self- efficacy and academic performance.