بررسي رابطه‌ي يادگيري خود راهبر با عملكرد تحصيلي و رضايت از زندگي در دانش‌آموزان

هدف از پژوهش حاضر بررسي رابطه‌ي يادگيري خود راهبر و مولفه‌هاي آن با رضايت از زندگي و عملكرد تحصيلي در دانش‌آموزان دختر سال سوم دبيرستان‌هاي دولتي شهر بوشهر بود. بدين منظور 246 دانش‌آموز به شيوه‌ي تصادفي چند مرحله‌اي انتخاب و در پژوهش حاضر شركت نمودند. ابزار مورد استفاده در پژوهش حاضر مقياس خود راهبري در يادگيري (فيشر و همكاران)، مقياس چند وجهي رضايت از زندگي (هيوبنر) بود و نيز براي ارزيابي عملكرد تحصيلي ميانگين نمرات درسي (معدل) دانش‌آموزان مورد استفاده قرار گرفت. براي تحليل داده‌ها علاوه بر روش آمار توصيفي، روش تحليل رگرسيون نيز به كار رفت. نتايج حاصل از تحليل داده‌ها نشان داد كه بين يادگيري خود راهبر و ابعاد آن (خود مديريتي، رغبت به يادگيري و خود كنترلي) با رضايت از زندگي و عملكرد تحصيلي رابطه‌ي مثبت معني‌داري وجود دارد. همچنين، نتايج تحليل رگرسيون نيز نشان داد كه بعد خود مديريتي بهترين پيش‌بين رضايت از زندگي و بعد رغبت به يادگيري بهترين پيش‌بين عملكرد تحصيلي است. به عبارتي نتايج تحليل نشان داد كه مولفه‌هاي يادگيري خود راهبر پيش‌بين مناسبي براي رضايت از زندگي و عملكرد تحصيلي هستند.

The present study attented to examine the relationship of self directed learning with life satisfaction and academic performance of female students. The population of this study included all of the female student of high school in Bushehr. The sample used in this study consisted of 246 female students who were selected randomly by multistage sampling method. The scales used this study were Self Directed Learning Scale and Multidimensional Students Life Satisfaction Scale. The average of student was used as index of academic performance for analyzing the data simple correlation and multiple regression were used. For analyze the data, both descriminant analysis and descriptive statistics were used. The results of this study showed that the correlation of self directed learning and its? dimension with life satisfaction, and academic performance were significantly positive. In addition, the results of regression indicated that self management was best predictor of life satisfaction, and desire for learning was best predictor of academic performance in students. the results of regression indicated that dimension of self directed learning were best predictor of life satisfaction and academic performance. These findings were discussed in the light of related theories and past research results. Some educational implications were offered.