سهم خودپنداره، راهبردهاي يادگيري، انگيزش تحصیلی خودمختار، و عزتنفس كلي در پيشرفت تحصيلي
محورهای موضوعی : روان شناسی
1 - دانشگاه آزاد اسلامي رودهن ، رودهن، ایران
2 - دانشگاه آزاد اسلامي رودهن، رودهن، ایران
کلید واژه: عزتنفس كلي, خودپنداره, انگيزش تحصیلی خودمختار, راهبردهاي يادگيري, پيشرفت تحصيلي,
چکیده مقاله :
بهمنظور تعيين سهم مشترك و اختصاصي چهار متغير عزتنفس كلي، خودپنداره، انگيزش خودتعيينگر، و راهبردهاي يادگيري در پيشبيني پيشرفت تحصيلي دانشآموزان، 417 دانشآموز سال اول دبيرستانهاي شهر سقز (226 پسر و 191 دختر) به روش تصادفي خوشهاي انتخاب شدند و به پرسشنامة عزتنفس كلي روزنبرگ، پرسشنامة خودپنداره ساراسوات، مقياس انگيزش تحصيلي والرند، و پرسشنامة راهبردهاي يادگيري پينتريچ و ديگروت، پاسخ دادند. دادهها با رگرسيون چند متغيري تحليل شدند. يافتهها نشان دادند كه تغييرات پيشرفت تحصيلي از طريق متغيرهاي خودپندارة تحصيلي، راهبردهاي يادگيري، و انگيزش تحصيلي خودمختار، قابل پيشبيني است.
To determine both the individual and joint contribution of the four variables of global self-esteem, self-concept, self-determination motivation, and learning strategies in predicting students academic achievement, 417 students of the first grade at high school in Saghez City (consisting of 226 boys and 191 girls) were selected by stratified random sampling and answered the Rosenberg`s Global Self-esteem Questionnaire, Saraswat`s Self-concept Questionnaire, Vallerand`s Academic Motivation Scale, and Pintrich & Degroth`s Learning Strategies Questionnaire. The data were analized by multiple regression analysis method. The findings are indicative of the fact that variations in academic achievement can be predicted, by academic self-concept, learning strategies, and self-determination motivation variables.
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