رابطه‌ي بين باورهاي معرفت‌شناختي و خودكارآمدي تحصيلي دانشجو - معلمان

The relationship between Epistemological Beliefs and Student Teachers’ Academic Self-efficacy

ﻫﺪف از اﻧﺠﺎم ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻌﯿﯿﻦ راﺑﻄﻪي اﺑﻌﺎد ﺑﺎورﻫﺎي ﻣﻌﺮﻓﺖﺷﻨﺎﺧﺘﯽ )ﺑﺎور ﺑﻪ ﻗﻄﻌﯿﺖ داﻧﺶ، ﺳﺎده داﻧﺴﺘﻦ ﻓﺮاﯾﻨﺪ ﯾﺎدﮔﯿﺮي، ﺗﻮاﻧﺎﯾﯽ ذاﺗﯽ ﯾﺎدﮔﯿﺮي، ﺳﺮﯾﻊ داﻧﺴﺘﻦ ﻓﺮاﯾﻨﺪ ﯾﺎدﮔﯿﺮي( و ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ و ﺗﻌﯿﯿﻦ ﺳﻬﻢ ﻫﺮﮐﺪام از آنﻫﺎ در ﭘﯿﺶﺑﯿﻨﯽ ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن ﯾﺰد ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ را ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن ﯾﺰد در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1393-94 ﺗﺸﮑﯿﻞ ﻣﯽدﻫﻨﺪ ﮐﻪ 300 ﻧﻔﺮ از اﯾﻦ اﻓﺮاد ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﯾﮏ ﻣﺮﺣﻠﻪاي و ﺑﺮ اﺳﺎس ﺟﺪول ﻣﻮرﮔﺎن و ﮐﺮﺟﺴﯽ ﺑﻪﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑﺮاي ﺟﻤﻊآوري دادهﻫﺎ از ﭘﺮﺳﺸﻨﺎﻣﻪ ﺑﺎورﻫﺎي ﻣﻌﺮﻓﺖﺷﻨﺎﺧﺘﯽ )ﺑﺎﻟﯿﺲ، 2009( و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ )اون و ﻓﺮاﻣﻦ، 1998( اﺳﺘﻔﺎده ﺷﺪ. ﺑﻪﻣﻨﻈﻮر ﺗﻌﯿﯿﻦ ﭘﺎﯾﺎﯾﯽ اﺑﺰارﻫﺎي ﭘﮋوﻫﺶ از ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ اﺳﺘﻔﺎده ﺷﺪ. دادهﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﺗﺤﻠﯿﻞ ﺷﺪﻧﺪ. ﯾﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﻫﺮ ﭼﻬﺎر ﺑﺎور ﻣﻌﺮﻓﺖﺷﻨﺎﺧﺘﯽ ﺑﺎ ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ راﺑﻄﻪ ﻣﻨﻔﯽ ﻣﻌﻨﺎدار دارﻧﺪ. ﻫﻤﭽﻨﯿﻦ ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﻧﺸﺎن داد، ﺑﺎور ﯾﺎدﮔﯿﺮي ﺳﺮﯾﻊ )0/01<β= -0/24 ،p( و ﺳﺎدﮔﯽ داﻧﺶ )0/05<β= -0/14 ،p( ﺑﻪﺻﻮرت ﻣﻨﻔﯽ ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ را ﭘﯿﺶﺑﯿﻨﯽ ﻣﯽﮐﻨﻨﺪ. ﺑﻪ اﯾﻦ ﻣﻌﻨﯽ ﮐﻪ داﻧﺸﺠﻮﯾﺎﻧﯽ ﮐﻪ ﺑﺎورﻫﺎي ﺧﺎم و ﺳﺎدهاﻧﮕﺎراﻧﻪ دارﻧﺪ از ﺧﻮدﮐﺎرآﻣﺪي ﭘﺎﯾﯿﻨﯽ ﺑﺮﺧﻮردارﻧﺪ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﺸﺎن ﻣﯽدﻫﺪ ﮐﻪ ﺗﻘﻮﯾﺖ ﺑﺎورﻫﺎي ﻣﻌﺮﻓﺖﺷﻨﺎﺧﺘﯽ ﻣﯽﺗﻮاﻧﺪ ﺧﻮدﮐﺎرآﻣﺪي ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮ- ﻣﻌﻠﻤﺎن را اﻓﺰاﯾﺶ دﻫﺪ.

The purpose of this research was to study relationship between epistemological beliefs (belief in certain knowledge, simplicity of knowledge, innate ability, quick learning) and academic self-efficacy as well as identifying the relative contribution of each of them to prediction of academic self-efficacy among student teachers in yazd University. during 2014-15. 300 subjects were selected based on one stage cluster method[M1] andMorgan and Krejcie table. Epistemological beliefs’ questionnaire and academic self-efficacy students’ questionnaires were used to collect data. Data were analyzed using pearson’s correlation test and maltiple regression analysis. Results indicated that all four kinds of epistemological belief have a negative significant relationship with academic self-efficacy. Also results revealed that simplicity of knowledge and quick learning were the negative predicting[M2] of academic self-efficacy. This means that students who have crude and simplistic beliefs have low self-efficacy. The findings demonstrated that students' enhanced epistemological beliefs could improve their academic self-efficacy.