اثر محیط حامی خودپیروی بر خودتنظیمی یادگیری در آموزش بر‌خط: نقش واسطه‌ای گفتار درونی مختص یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 روانشناسی تربیتی. دانشکده علوم تربیتی و روانشناسی. دانشگاه شیراز

2 دانشگاه شیراز

10.22099/jsli.2024.7400

چکیده

پژوهش حاضر با هدف بررسی نقش واسطه‌ای گفتار درونی مختص یادگیری در رابطه بین محیط حامی خودپیروی (شامل حمایت والدین از خودپیروی و حمایت استاد از خودپیروی) و خودتنظیمی یادگیری در آموزش برخط انجام گرفت. در این راستا، 267 دانشجوی دوره کارشناسی دانشگاه شیراز (شامل 186 زن و 81 مرد) با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. شرکت‌کنندگان، پرسشنامه‌ جوّ یادگیری (Williams et al., 1996)، مقیاس ادراکات والدینی(Robbins, 1994)، مقیاس گفتار درونی مختص یادگیری (Xiang et al., 2019)و پرسشنامه خودتنظیمی یادگیری در آموزش برخط (Jansen et al., 2017)را که به‌صورت مجازی در اختیار آنان قرار گرفته بود، تکمیل کردند. نتایج مدل‌یابی معادلات ساختاری با استفاده از نرم‌ افزار AMOS نسخه 24 نشان داد که از میان دو بعد محیط حامی خودپیروی، تنها حمایت استاد از خودپیروی، به‌نحو معنی‌داری گفتار درونی مختص یادگیری را پیش‌بینی می‌کند. همچنین، هر دو بعد محیط حامی خودپیروی (شامل حمایت والدین از خودپیروی و حمایت استاد از خودپیروی) و گفتار درونی مختص یادگیری، خودتنظیمی یادگیری در آموزش برخط را به‌نحو معنی‌دار پیش‌بینی نمودند و گفتار درونی مختص یادگیری، دارای نقش واسطه‌ای معنی‌دار در رابطه بین حمایت از خودپیروی استاد و خودتنظیمی یادگیری در آموزش برخط بود. یافته‌های این پژوهش هم‌راستا با مبانی نظری نشانگر اهمیت محیط حامی خودپیروی و گفتار درونی در خودتنظیمی یادگیری است.

کلیدواژه‌ها

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