واكاوي رابطه كيفيت تجارب يادگيري و خلاقيت با رشد توانايي آينده پژوهي در دانشجويان

Examining the relationship between the quality of learning experiences and creativity with the development of student future study ability

زمينه: يكي از وظايف دانشگاه ها، توانمند سازي دانشجويان در زمينه هاي مختلف از جمله شناخت و پژوهش درباره آينده است كه اين امر مي تواند تحت تأثير كيفيت تجارب يادگيري و خلاقيت آن ها باشد. هدف: پژوهش حاضر با هدف بررسي رابطه كيفيت تجارب يادگيري و خلاقيت با رشد توانايي آينده پژوهي در دانشجويان دانشگاه آزاد اسلامي واحد ساري انجام شده است. روشها: روش تحقيق، همبستگي است و جامعه آماري تحقيق شامل كليه دانشجويان دانشگاه آزاد ساري به تعداد 10527 نفر در سال تحصيلي 96-95 بودند كه با استفاده از جدول مورگان نمونه­ اي با حجم 370 بر اساس روش نمونه ­گيري تصادفي ساده انتخاب گرديد. جهت گردآوري داده ها از مقياس هاي استاندارد كيفيت تجارب يادگيري نيومن (1990 )، خلاقيت تورنس (1990) و توانايي آينده پژوهي پارسا و همكاران(1390) استفاده گرديد. اعتبار پرسشنامه ها با اعتبار محتوا و پايايي آن با آلفاي كرونباخ بدست آمد. تجزيه و تحليل داده ها با آزمون هاي آماري كولموگروف اسميرنف، رگرسيون و همبستگي پيرسون انجام شد. يافته ها: نتايج نشان داد 68 درصد از واريانس نمره توانايي آينده پژوهي توسط كيفيت تجارب يادگيري و خلاقيت تبيين شده است و كيفيت تجارب يادگيري با ضريب بتا 0/725=β بيشترين رابطه را با توانايي آينده پژوهي دانشجويان دارد. مقدار همبستگي ابعاد منابع كتابخانه ­اي و كامپيوتري (0/601 =r)، محتوا و ارزشمندي دروس (0/729 =r)، انعطاف­ پذيري يادگيري (0/502 =r)، كيفيت روابط رسمي و غيررسمي استاد دانشجو (0/659 =r) با رشد توانايي آينده پژوهي با 0/05> Sig تاييد گرديد. ابعاد سيالي(0/168 =r)، انعطاف ­پذيري (0/733 =r)، ابتكار (0/38 =r)، بسط (0/614 =r)، با رشد توانايي آينده پژوهي با 0/05> Sig تاييد گرديد. نتيجه گيري: تجارب يادگيري و ابعاد آن شامل منابع كتابخانه­ اي و كامپيوتري ، محتوا و ارزشمندي دروس ، انعطاف ­پذيري يادگيري و كيفيت روابط رسمي و غيررسمي استاد دانشجو و همچنين خلاقيت و ابعاد آن شامل سيالي، انعطاف­ پذيري، ابتكار و بسط با رشد توانايي آينده پژوهي رابطه مستقيم و معناداري دارد.

Background: One of the duties of universities was to empower students in a variety of fields, including understanding and research about the future which could be influenced by the quality of their learning experiences and creativity. Aim: The purpose of this study was to investigate the relationship between the quality of learning experiences and creativity with the growth of future- study ability among students in Islamic Azad University in Sari. Methods: The research method was correlation. 370 persons were selected as a sample from 10527 students in the academic year of 2016-2017 according to Chocran formula. The sampling was done randomly. Data was collected by standard the quality of Newman's learning experiences (1990), Torrance's creativity (1990), and the prospect of future study by Parsa et al. (2011) questionnaires that their validity were confirmed by related experts. To assess the reliability of the questionnaires, Cronbach's alpha was calculated. Data were analyzed using KS, Pearson and Regression tests. Finding: The results showed that 68% of the variance in the ability of futures study was explained by the quality of learning and creativity experiences. an‎d the quality of learning experiences with the beta coefficient of β = 725/0 has the greatest relationship with development of student future study ability. Correlation between the dimensions of library and computer resources (r = 0.601), content and value of the courses (r = 0.729), learning flexibility (r = 0.502), the quality of formal and informal relations between the student's professor (R = 0.659) was confirmed with development of student future study ability with Sig < 0.5. Fluid (r = .168), flexibility (r = 0.733), initiative (r = 0.38), expansion (r = 0.614), with development of student future study ability with Sig <0.5 Confirmed. Conclusion: Learning experiences and their dimensions include library and computer resources, the content and value of the courses, the learning flexibility and the quality of the formal and informal relationships of the student's professor, as well as creativity and its dimensions including fluidity, flexibility, initiative and expansion had meaningful and positive relationship with development of student futures study ability.