نقش میانجی امید به آینده شغلی در ارتباط بین هیجانات تحصیلی و رویکردهای یادگیری در آموزش مجازی

نویسندگان
اکرم ملک زاده 1
زکیه قبادی 2
1 استادیار گروه روانشناسی، دانشکده علوم تربیتی، دانشگاه پیام نور ،تهران، ایران
2 کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم تربیتی، دانشگاه پیام نور ، تهران، ایران
چکیده
پژوهش حاضر با هدف بررسی نقش میانجی امید به آینده شغلی در ارتباط بین هیجانات تحصیلی و رویکردهای‌ یادگیری در آموزش مجازی صورت گرفت. جامعه آماری پژوهش شامل کلیه دانشجویان دانشگاه پیام نور استان فارس در سال تحصیلی 1403-1402 بود که 338 نفر با استفاده از روش نمونه‌گیری خوشه­ ای چند مرحله ­ای انتخاب شدند. ابزارهای استفاده شده شامل پرسشنامه­ های رویکردهای یادگیری بیگز (2001)، امید به آینده شغلی جانتون و ترستون (2006) و هیجانات تحصیلی پکران (2005) بود. داده‌های جمع‌آوری‌شده به روش معادلات ساختاری به کمک نرم­ افزار SPSS 26 ,AMOS تجزیه‌وتحلیل شد. یافته ­های پژوهش حاکی از آن بود که هیجان آموزشی مثبت در آموزش مجازی به‌طور مستقیم توسط رویکرد عمیق و سطحی و امید به آینده شغلی پیش­ بینی شد. هیجان آموزشی منفی در آموزش مجازی به‌طور مستقیم توسط امید به آینده شغلی و رویکرد عمقی و سطحی پیش­ بینی شد، امید به آینده شغلی در آموزش مجازی به­ صورت مستقیم توسط سبک فراگیری سطحی پیش ­بینی ‌شد و امید به آینده شغلی در آموزش مجازی به‌طور مستقیم توسط سبک فراگیری عمقی پیش ­بینی ‌شد. با توجه به نتایج یافته‌های پژوهش، رویکرد یادگیری و امید به آینده شغلی می ­توانند هیجانات تحصیلی را پیش ­بینی کنند؛ لذا، متخصصان لازم است برای ارتقای آموزش مجازی و افزایش مشارکت یادگیرندگان به عوامل مؤثر بر هیجانات مثبت توجه کنند. زمانی متخصصان می­ توانند به این مهم دست یابند که یادگیرنده از رویکرد یادگیری عمیق استفاده کند و امید به آینده شغلی داشته باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

The mediating role of job hope in the relationship between academic emotions and learning approaches in virtual education

نویسندگان English

Akram Malekzadeh 1
Zakieh Ghobadi 2
1 Assistant Professor, Department of Psychology, Ph.d in Psychology, Payam Noor University, Tehran, Iran
2 2- MA in psychology payam noor University, Tehran, Iran
چکیده English

The present study aimed to investigate the mediating role of hope for the future career in the relationship between academic emotions and learning approaches in virtual education. For this purpose, the statistical population of this research included all the students of Payam Noor University in Fars province in the academic year of 2014-2014, 338 of them were selected using proportional sampling method. The tools used in this research included Biggs (2001) learning approaches questionnaires, Johnton and Thurston's (2006) hope for future career, Pakran's (2005) academic excitement questionnaires. The collected data were analyzed using the structural equation method using SPSS 26, Amos software. The findings of the research indicated that positive educational excitement in virtual education is directly influenced by the deep approach (β = 0.404) and surface approach (β = -0.22) and hope for the future career (β = 0.40) is predicted (p<0.01), negative educational excitement in virtual education directly by hope for future career (β=-0.36), deep approach (β=-0.34) and surface approach (30 β = 0.01), it is predicted (p<0.01), hope for the future career in virtual education is directly predicted by superficial learning style. (β = 0.478, p < 0.01), career hope in virtual education is directly predicted by deep learning style (β = 0.47, p < 0.01). According to the results of the findings, learning approach and hope for the future career can predict academic emotions; therefore, it is necessary for specialists to pay attention to the factors affecting positive emotions in order to promote virtual education and increase the participation of learners. According to the results of the current research, specialists can achieve this when the learner uses the deep learning approach and has hope for a future career.

کلیدواژه‌ها English

academic emotions
virtual education
learning approaches
Hope for a future career.

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  • تاریخ دریافت 24 دی 1403
  • تاریخ پذیرش 14 اردیبهشت 1404
  • تاریخ انتشار 01 فروردین 1405