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رابطه تعامل، یادگیری خودتنظیمی با رضایتمندی از تحصیل در مدارس هوشمند | ||
فناوری آموزش | ||
مقاله 7، دوره 9، شماره 3 - شماره پیاپی 35، تیر 1394، صفحه 213-222 اصل مقاله (1.6 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22061/tej.2015.353 | ||
نویسندگان | ||
مهرانگیز علی نژاد* 1؛ نسیم سعید2 | ||
1دانشکده ادبیات و علوم انسانی، دانشگاه شهید باهنر،ایران | ||
2گروه روانشناسی، دانشکده علوم انسانی، دانشگاه پیام نور،دانشگاه کرمان،ایران | ||
تاریخ دریافت: 12 خرداد 1392، تاریخ بازنگری: 17 دی 1393، تاریخ پذیرش: 18 شهریور 1394 | ||
چکیده | ||
چند سالی است که نهضت هوشمندسازی مدارس در ایران آغاز شده است و با توجه به آمار و ارقام اعلام شده، این امر با سرعت و به طور وسیعی در سطح کشور در حال گسترش است. با توجه به اینکه فناوری به خودی خود توانایی یادگیری دانشآموزان را افزایش نمیدهد و برای ایجاد محیطی که یادگیری دانشآموزان را تقویت کند، شرایطی لازم است؛ بر این اساس هدف این پژوهش بررسی رابطه تعامل، یادگیری خودتنظیمی با رضایتمندی از تحصیل در مدارس هوشمند تهران با روش توصیفی - همبستگی و به وسیله پرسشنامه محقق ساخته است. جامعه آماری (2000) و نمونه (251 نفر) این پژوهش، شامل دانشآموزان مدارس تمام هوشمند شهر تهران است. سؤال اصلی این پژوهش عبارت است از: سهم هریک از متغیرهای یادگیرنده-یادگیرنده، یادگیرنده-یاددهنده، یادگیرنده- محتوا و یادگیری خودتنظیمی در پیش بینی نمره رضایتمندی دانش آموزان، چقدر است؟تحلیل دادههای پژوهش با استفاده از آزمون رگرسیون خطی چندگانه، مشخص کرد که: دو متغیرِ تعاملِ یادگیرنده-یاددهنده و یادگیری خودتنظیمی، به صورت مثبت و معناداری توانستند متغیر رضایتمندی از تحصیل را پیشبینی کنند و سهم متغیر تعاملِ یادگیرنده-یاددهنده در تبیین رضایتمندیِ از تحصیلیِ دانشآموزان بیشتر از یادگیری خودتنظیمی بوده است و از بین خرده مقیاسهای تعامل، خرده مقیاس یادگیرنده- محتوا با میانگین 44/2 دارای بیشترین میانگین نسبت به سایر خرده مقیاسهای تعامل است. | ||
کلیدواژهها | ||
تعامل؛ یادگیری خودتنظیمی؛ رضایتمندی از تحصیل؛ مدارس هوشمند | ||
موضوعات | ||
محیط های یادگیری مبتنی بر فناوری | ||
عنوان مقاله [English] | ||
The Relationship Between Interaction, Self-Regulation of Learning with Satisfaction 0f Education in the Smart Schools | ||
نویسندگان [English] | ||
M. Alinejad1؛ N. saeed2 | ||
1Faculty of Literature and Humanities, Shahid Bahonar University, Iran | ||
2Department of Psychology, Faculty of Humanities, Payame Noor University, Kerman University, Iran | ||
چکیده [English] | ||
In the recent years there has been a movement in building smart schools in Iran and according to statistics it is increasingly growing in our country. Since technology can’t improve the learning of students by itself therefore in order to create an environment for students to learn better, special prerequisites are needed; the researchers in the present study aim at investigating the relationship between learning self-regulation with education in smart schools in Tehran. The research using the descriptive-correlation method, by means of a researcher-made questionnaire. The research population (2000 people) and the sample (251 people) of this study, included students of full-smart schools of Tehran. The main question of this study is: what is the effect of the each variable of learner-learner, learner-teacher, learner- content, and self –regulated learning in satisfaction score anticipation of students? Analyzing the research finding of multiple linear regression analysis showed that: two variants of interaction between learner-teacher and self-regulation learning can anticipate the satisfaction variable of education in a positive way. The interaction of learner-teacher variable in showing the educational satisfaction was more than self- regulated learning. Among the interaction subscale, the learner- content subscale with the mean of 2.44 had the highest mean in comparison to the other interaction scale. | ||
کلیدواژهها [English] | ||
Interaction, Self-regulation of Learning, Satisfaction 0f Education, Smart Schools, ELearning | ||
مراجع | ||
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