نقش رویکرد یادگیری و تجربه دوره آموزشی در پیش بینی پیشرفت تحصیلی دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، دانشکده علوم تربیتی، دانشگاه گیلان، ایران

2 کارشناسی ارشد روانشناسی عمومی، دانشگاه تهران، تهران، ایران

چکیده

همواره پیشرفت تحصیلی دانشجویان در دانشگاه­ها مسئله بسیار برجسته­ای بوده است که مطالعات بسیاری را به خود اختصاص داده است. در این بین، رویکرد یادگیری و تجربه دوره آموزشی می­توانند بر پیشرفت تحصیلی موثر واقع شوند. از این رو پژوهش حاضر با هدف بررسی نقش رویکرد یادگیری و تجربه دوره آموزشی در پیش­بینی پیشرفت تحصیلی دانشجویان انجام شد. طرح پژوهش حاضر توصیفی با روش همبستگی است. جامعه آماری این پژوهش شامل تمامی دانشجویان دانشکده ادبیات و علوم انسانی دانشگاه گیلان در سال تحصیلی 1398-1397 بود. 230  شرکت­کننده با روش نمونه‌گیری در دسترس انتخاب و به سنجه ویرایش­شده رویکردهای یادگیری (واق، 1999)، پرسشنامه تجربه دوره آموزشی (رامسدن، 1991) و سنجه پیشرفت تحصیلی پاسخ دادند. در انتها تجزیه و تحلیل داده­ها توسط نرم­افزار SPSS نسخه 24 و با استفاده با روش همبستگی پیرسون و رگرسیون چندگانه همزمان انجام گرفت. بر طبق نتایج بدست آمده، رویکردهای یادگیری و تجربه دوره آموزشی با پیشرفت تحصیلی دانشجویان همبسته هستند (001/0>P) و می­توانند 6/57 درصد از تغییرات پیشرفت تحصیلی را پیش­بینی کنند (001/0>P). با توجه به اهمیت رویکرد تحصیلی و تجربه دوره آموزشی در ارتباط با پیشرفت تحصیلی، ارائه مداخلاتی برای استفاده بیشتر از رویکردهای یادگیری کارآمدتر در دانشجویان و همچنین بهبود کیفیت دوره­های آموزشی در موقعیت­های آموزشی توصیه می­شود. 

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