بررسي رابطه سبك هاي يادگيري و باورهاي خودكارآمدي با پيشرفت رياضي

The Relationship of Review between Cognitive Learning Styles and Self-efficacy Beliefs with Achievement Math

چكيده به منظور بررسي رابطه سبك هاي يادگيري و باورهاي خودكارآمدي با پيشرفت رياضي 200 دانش آموز با استفاده از روش نمونه گيري خوشه اي انتخاب شدند. براي اندازه گيري سبك هاي يادگيري از آزمون گروهي اشكال نهفته (ويتكين و ديگران، 1971) و براي اندازه گيري باورهاي خودكارآمدي از آزمون باورهاي خودكارآمدي عمومي (شرر و ديگران، 1982) استفاده به عمل آمد؛ براي تحليل داده ها، از همبستگي پيرسون و تحليل رگرسيون بهره گرفته شد. نتايج نشان مي دهد همبستگي معنادار مثبت بين پيشرفت دانش آموزان در درس رياضي و باورهاي خودكارآمدي وجود دارد. همين نتيجه بين سبك هاي يادگيري و پيشرفت رياضي به دست آمد. ولي سبك هاي يادگيري بيش از باورهاي خودكارآمدي، پيشرفت رياضي را تبيين كردند.

Abstract The present research aimed to investigate The relationship review between learning styles (dependent/ independent), and self- efficacy beliefs with math Achievement. The sample was consisted of 200 female first graders of omidiyeh high schools. Group Embedded Figures Test (GEFT), which established by Wit kin, et. al (1971) and General Self-Efficacy (GSE), which established by Sheerer, et. al (1982) were administered to measure learning styles and self efficacy beliefs accordingly. A Pearson correlation and regression analysis were applied to analyses data. The results indicated that there was a positive meaningful correlation between students math achievement and self-efficacy beliefs. The same results was Achievement between learning styles and math achievement as well. How ever, learning styles was stronger predictor math achievement them self-efficacy beliefs.