رابطه سبك‌هاي يادگيري و خودكارآمدي دانشجويان گروه هاي تحصيلي

• Relationship between learning style and self-efficacy in students of academic groups

هدف: هدف پژوهش تعيين رابطه بين سبك‌هاي يادگيري و خودكارامدي دانشجويان گروه هاي تحصيلي علوم انساني، فني-مهندسي و علوم پايه بود. روش: روش پژوهش علّي-مقايسه‌اي و همبستگي و جامعه آماري شامل 7060 دانشجوي مقطع كارشناسي دانشگاه شهيد بهشتي در سال تحصيلي 89-88 بود كه با استفاده از روش نمونه‌گيري تصادفي طبقه‌اي نسبي از ميان آن ها 364 نفر انتخاب شد. ابزار اندازه‌گيري، پرسشنامه سبك‌هاي يادگيري كلب (1999) و خودكارامدي عمومي شرر (1982) بود. يافته ها: يافته‌ها نشان داد دانشجويان علـوم انساني سبـك يادگيـري انطبـاق-يابنـده، دانشجـويـان فنـي- مهندسي سبك همگرا و دانشجويان علوم پايه سبك جذب كننده داشتند. رابطه خودكارامدي و گروه تحصيلي و جنس معنادار بود. خودكارامدي دانشجويان فني-مهندسي نسبت به گروه هاي علوم انساني و علوم پايه و دانشجويان دختر نسبت به دانشجويان پسر بالاتر بود. تفاوتي در سبك يادگيري دانشجويان دختر و پسر مشاهده نشد. نتيجه گيري: براي ايجاد يا افزايش خودكارامدي دانشجويان لازم است آن ها از سبك هاي يادگيري هر رشته تحصيلي و مشاغل مرتبط با آن آگاهي يابند تا بتوانند از نظر تحصيلي و شغلي موفق باشند. همچنين بايد تدابيري اتخاذ كرد تا سبك ها و روش هاي تدريس استادان در دانشگاه متناسب با سبك يادگيري خاص هر رشته تحصيلي باشد تا آموزش مطلوب تحقق يابد و دانشجويان بتوانند مباني رشته تخصصي خود را ياد بگيرند و از دانش خود به طور كاربردي استفاده كنند تا خود را افرادي كارآمد بدانند.

Aim: The purpose of this study was to determine the relationship between different learning styles and self-efficacy in university students studying humanities, technical-engineering and basic sciences. Method: Comparative and correlational methods were employed. Population included 7060 undergraduate students of Shahid Beheshti University in the academic year 2009-2010. 364 individuals were selected using stratified random sampling. Measurement tools were Kolbʹs Learning Styles Questionnaire (1999) and Shererʹs general self-efficacy questionnaire (1982). Results: Results showed that as far as learning style was concerned, students in the humanities group, tended to be “accommodators”, technical-engineering students were “convergent learners” and basic sciences students tended to be “assimilators”. Relationship between self-efficacy, academic subject and gender was also significant. Self-efficacy of students in the technical-engineering group was higher than basic sciences and humanities. Self-efficacy of female students was more than male students. There were no differences in learning styles of male and female students. Conclusion: In order to create and / or increase self – efficacy in students, it may be necessary for students to be aware of different learning styles associated with each field and related job prospects so that they can be more successful. Also, it is suggested that academic staff in different departments could adopt teaching styles more suitable to the needs of their students. One criterion for this could be the learning style dominant in a particular group of students. In this way, students would learn the basic principles of their academic field better and would use their acquired knowledge in a more applied manner and regard themselves as more efficient individuals.