رابطۀ گرایش به تفکر انتقادی و ادراک از مؤلفه‌های برنامۀ درسی با باورهای خودکارآمدی تحصیلی دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه علوم تربیتی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران (

2 دانشجوی دکتری برنامه‌ریزی درسی، دانشکدۀ علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

10.22099/jcr.2020.5823

چکیده

پژوهش حاضر با هدف بررسی رابطۀ گرایش به تفکر انتقادی و ادراک از مؤلفه‌های برنامۀ درسی با خودکارآمدی تحصیلی دانشجویان انجام شده است. جامعۀ پژوهش شامل دانشجویان دانشکدۀ روان‌شناسی و علوم تربیتی دانشگاه تهران بود. برای انتخاب نمونۀ آماری نیز از نمونه‌گیری طبقه‌ای متناسب با حجم جامعه بهره گرفته شده است. ابزار گردآوری داده‌ها شامل پرسش‌نامه‌‌های گرایش به تفکر انتقادی ریکتس، ادراک دانشجویان از مؤلفه‌های برنامۀ درسی طاطاری و باورهای خودکارآمدی تحصیلی زاژکوا، لینچ و اسپنشاد بود که روایی و پایایی آن‌ها تأیید شدند. داده‌های جمع‌آوری شده با بهره‌گیری از نرم‌افزار SPSS 22 در قالب آمار توصیفی و آزمون‌های پیرسون و رگرسیون چندمتغیره تجزیه‌وتحلیل شدند. یافته‌های پژوهش نشان داد که بین مؤلفه‌های گرایش به تفکر انتقادی با باورهای خودکارآمدی تحصیلی (مؤلفه‌های اطمینان به توانایی خود در انجام تکالیف در کلاس درس، اطمینان به توانایی خود در انجام تکالیف بیرون از کلاس، اطمینان به توانایی خود در تعامل با دیگران در دانشگاه و اطمینان به توانایی خود در مدیریت کار، خانواده و دانشگاه) رابطۀ مثبت معنی‌دار وجود دارد. همچنین، یافته‌ها حاکی از ارتباط مثبت معنی‌دار ادراک از مؤلفه‌های (روش، محتوا و ارزشیابی) برنامۀ درسی با باورهای خودکارآمدی و مؤلفه‌های آن بود. بااین‌حال یافته‌های برآمده از تحلیل رگرسیون چند متغیره نشان داد که مؤلفه‌های روش و محتوا از متغیر ادراک از برنامۀ درسی، همچنین مؤلفۀ درگیری ذهنی از متغیر گرایش به تفکر انتقادی از قابلیت تبیین باورهای خودکارآمدی تحصیلی دانشجویان برخوردار بودند. بنابراین باورهای خودکارآمدی تحصیلی دانشجویان از طریق مؤلفه‌های تفکر انتقادی و ادراک از مؤلفه‌های برنامۀ درسی تبیین‌پذیر است.

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