رابطه ابعاد باورهاي معرفت شناختي و خود كارآمدي با عملكرد تحصيلي دانش آموزان مقطع راهنمايي در درس علوم تجربي

The Relationship between the Dimensions of Epistemological Beliefs, Self-Efficacy and Academic Achivement in Physical Sciences among Guidance School Students

هدف پژوهش حاضر بررسي رابطه باورهاي معرفت شناختي و خودكارآمدي با عملكرد تحصيلي در درس علوم تجربي بود. بدين منظور گروهي متشكل از 475 دانش آموز سال سوم راهنمايي از 10 مدرسه دولتي مشتمل بر مدارس تيزهوشان، نمونه دولتي و عادي دولتي انتخاب شدند و به عنوان آزمودني در اين پژوهش شركت نمودند. ابزارهاي مورد استفاده در اين تحقيق، مقياس «ارزيابي باورهاي معرفت شناختي درباره علوم فيزيكي» و «مقياس خودكارآمدي در علوم تجربي» بود. نتايج حاصل از محاسبه ضرايب همبستگي و تحليل‌هاي رگرسيون چند متغيره نشان داد كه روابطي پيچيده بين ابعاد باورهاي معرفت شناختي و خودكارآمدي در درس علوم تجربي برقرار است. در اين ميان، مهم‌ترين عوامل پيش‌بيني كننده ابعاد خودكارآمدي دانش‌آموزان در درس مذكور، دو بعد پيچيدگي ساختار دانش و يادگيري تدريجي و تجمعي مي‌باشد. يافته‌هاي پژوهش به وضوح مبين آن است كه هر چه دانش آموزان ساختار دانش تجربي را منسجم‌تر و فرآيند يادگيري را تدريجي و تجمعي‌تر بدانند، خودكارآمدي بيش‌تر ي را در حل مسايل، آزمون و كاربرد اين درس تجربه مي‌نمايند. افزون بر اين، تحليل مسير نشان داد كه خودكارآمدي، قوي‌ترين عامل پيش‌بيني كننده عملكرد تحصيلي است و ابعاد باورهاي معرفت شناختي به طور عمده از طريق خودكارآمدي، عملكرد تحصيلي دانش آموزان را در درس علوم تجربي پيش‌بيني مي‌كنند.

The purpose of this study was to investigate the relationship between the dimensions of epistemological beliefs, self-efficacy and academic achievement in physical sciences (physics, chemistry). To achieve this end, 475 students (241 females and 235 males) were selected from 10 guidance schools in Shiraz through selective sampling. Their average age was 13 with the standard deviation of 6 months. The "epistemological Beliefs assessment of physical science" (EBAPS) and "physical Science self-efficacy scales" (PSSS) were used as measurement instruments. The construct validity of both scales was investigated through factor analysis. This analysis determined four factors in EBAPS, that is complex structure of knowledge, gradual/summative learning, incremental ability and evolving knowledge. Factor analysis revealed three factors in PSSS (problem solving efficacy, course self-efficacy and application self-efficacy). Cronbach alpha coefficient for these subscales varied from 0.47 to 0.92. Multiple regression analysis of data indicated complex relationships exist between the dimensions of epistemological beliefs and self-efficacy. Moreover, strongest predictive variable of problem-solving self-efficacy was complex structure of knowledge. In addition, gradual summative learning was the strongest predictor of course self-efficacy. Application self-efficacy was also predicted by these dimensions of epistemological beliefs. The course analysis revealed that self-efficacy is the mediator variable between epistemological beliefs and academic achievement. In general, these findings suggest that studentsʹ beliefs about the nature of scientific knowledge and learning can affect their academic achievement, both directly and indirectly, through self-efficacy expectations. The observed relationships correspond closely to the hypothesized model.