بررسی ارتباط بین بهزیستی تحصیلی با رویکردهای یادگیری و شیفتگی تحصیلی در دانشجویان علوم پزشکی زنجان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه زنجان، زنجان، ایران

2 کارشناس‌‌ارشد، گروه روانشناسی، دانشکده علوم انسانی، دانشگاه زنجان، زنجان، ایران

3 کارشناس‌ارشد روانشناسی، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران

چکیده

زمینه و هدف  بهزیستی تحصیلی و شیفتگی تحصیلی، از متغیرهای مهم در حوزه آموزش و یادگیری است که شناخت عوامل زمینه‌ساز آن‌ها ضرورت دارد؛ بنابراین هدف پژوهش حاضر، تعیین ارتباط بهزیستی تحصیلی با رویکردهای یادگیری و شیفتگی تحصیلی بود.
مواد و روش‌ها در این پژوهش مقطعی، از نوع توصیفی- همبستگی در سال 1397، نمونه‌ای شامل 244 نفر از دانشجویان علوم پزشکی زنجان به روش نمونه‌گیری طبقه‌ای برحسب جنسیت از پنج رشته تحصیلی انتخاب شدند. داده‌ها از طریق پرسش‌نامه رویکردهای یادگیری برگرفته از پرسشنامه رویکردها و مهارت‌های مطالعه برای دانشجویان تیت (Tait) و همکاران، پرسش‌نامه بهزیستی تحصیلی سالملا- آرو و آپادایا (Salmela-Aro & Upadya) و پرسش‌نامه شیفتگی تحصیلی مارتین و جکسون (1) گردآوری شد. داده‌ها با استفاده از آزمون ضریب همبستگی پیرسون تجزیه‌وتحلیل شدند.
یافته‌ها یافته‌ها نشان داد ضریب همبستگی بهزیستی تحصیلی با رویکرد عمیق 0/56، با رویکرد سطحی 0/31- و با رویکرد راهبردی 0/16به‌دست آمد. همچنین ضریب همبستگی شیفتگی تحصیلی با رویکرد عمیق 61/0، با رویکرد سطحی 0/25- و با رویکرد راهبردی 0/22به‌دست آمد. همه این ضرایب در سطح خطای کمتر از 0/05معنی‌دار هستند. نتایج مدل مسیر نیز برازش مطلوبی داشت.
نتیجه‌گیری به نظر می‌رسد برای افزایش بهزیستی تحصیلی و تسهیل تجربه شیفتگی دانشجویان، ارتقای رویکرد یادگیری آنها از سطحی به عمیق می‌تواند یک راهکار مناسب و مفید باشد؛ بنابراین لازم است رویکردهای مطالعه و یادگیری از طریق مداخلات آموزشی ارتقا یابد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Relationship between Academic Well-being and Learning Approaches and educational fascination in Zanjan University of Medical Sciences Students

نویسندگان [English]

  • majid yosefi afrashte 1
  • shamsi rezaei 2
  • taraneh sadeghi 3
1 Assistant Professor, Department Of Psychology, Faculty Of Humanities, University Of Zanjan, Zanjan, Iran
2 MS, Department Of Psychology, Faculty Of Humanities, University Of Zanjan, Zanjan, Iran
3 MA Of Psychology, Department Of Psychology, Tehran Science And Research Branch, Islamic Azad University, Tehran, Iran
چکیده [English]

Introduction: Educational well-being and educational fascination are important variables in the field of education and learning that need to be recognized for their underlying factors. Therefore, the aim of this study was to determine the relationship between learning approaches and educational well-being and educational fascination.
Materials and Methods: In this descriptive correlational cross-sectional study, a sample of 244 Zanjan medical sciences students was selected by convenience sampling and proportional sex sampling from five fields of study in 1397.Data were collected through the Learning approaches Questionnaire from the approaches and Study Skills Questionnaire for Tait and Partners, the Salmela-Aro & Upadya educational Well-being Questionnaire, and the Martin and Jackson educational fascination Questionnaire (2008). Data were analyzed using Pearson correlation coefficient.
Results: The results showed that the correlation coefficient between academic well-being and deep approach was 0.56, with surface approach -0.31 and and with strategic approach was 0.16. Also the correlation coefficient of academic fascination with deep approach was 0.61, with surface approach -0.25 and with strategic approach 0.22. All these coefficients are significant at the error level of less than 0.05. Conclusion: It seems to increase educational well-being and Facilitate students' fascination experience Promoting their learning approach from surface to deep can be a useful and effective solution.so, it is necessary to promote studying and learning approaches through educational interventions. 

کلیدواژه‌ها [English]

  • medical education
  • Learning approaches
  • educational fascination
  • educational well-being
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دوره 28، شماره 2
خرداد و تیر 1400
صفحه 287-293
  • تاریخ دریافت: 25 بهمن 1398
  • تاریخ بازنگری: 22 فروردین 1399
  • تاریخ پذیرش: 12 خرداد 1399
  • تاریخ اولین انتشار: 01 خرداد 1400