رابطه سبك هاي يادگيري و تفكر انتقادي با خودكارآمدي و سلامت روان دانش آموزان

Investigating the Relationship among Learning Styles, critical thinking, Self-efficacy and Mental Health of Students

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﻪ ﻣﻨﻈﻮر ﺗﻌﯿﯿﻦ راﺑﻄﻪ ﺳﺒﮏ ﻫﺎي ﯾﺎدﮔﯿﺮي، ﺧﻮدﮐﺎرآﻣﺪي، ﺗﻔﮑﺮ اﻧﺘﻘﺎدي و ﺳﻼﻣﺖ روان داﻧﺶ آﻣﻮزان اﺟﺮا ﮔﺮدﯾﺪ. روش ﭘﮋوﻫﺶ از ﻧﻮع ﺗﻮﺻﯿﻔﯽ/ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد ﮐﻪ ﺑﺮاي اﻧﺘﺨﺎب واﺣﺪﻫﺎي ﻣﻮرد ﻣﻄﺎﻟﻌﻪ از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪ اي اﺳﺘﻔﺎده ﺷﺪ، ﻧﻤﻮﻧﻪ ﻣﻮرد ﻣﻄﺎﻟﻌﻪ 200 ﻧﻔﺮ از داﻧﺶ آﻣﻮزان ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ﺗﻬﺮان ﺑﻮد. ﺑﻪ ﻣﻨﻈﻮر اﻧﺪازه ﮔﯿﺮي ﻣﺘﻐﯿﺮﻫﺎي ﻣﻮرد ﻧﻈﺮ از ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي ﺳﺒﮏ ﻫﺎي ﯾﺎدﮔﯿﺮي ﮐﻠﺐ، ﺧﻮدﮐﺎرآﻣﺪي ﻋﻤﻮﻣﯽ ﺷﺮر، ﺗﻔﮑﺮ اﻧﺘﻘﺎدي واﺗﺴﻮن و ﺳﻼﻣﺖ روان 28- GHQ اﺳﺘﻔﺎده ﺷﺪ. داده ﻫﺎي ﺟﻤﻊ آوري ﺷﺪه ﺑﺎ روش ﻫﺎي آﻣﺎري ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار ﮔﺮﻓﺖ. ﯾﺎﻓﺘه ﻫﺎي ﺣﺎﺻﻞ از ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ:1( ﺑﯿﻦ ﺳﺒﮏ ﻫﺎي ﯾﺎدﮔﯿﺮي ﺑﺎ ﺧﻮدﮐﺎرآﻣﺪي راﺑﻄﻪ ﻣﻌﻨﺎدار وﺟﻮد دارد. 2( ﺑﯿﻦ ﺳﺒﮏ ﻫﺎي ﯾﺎدﮔﯿﺮي ﺑﺎ ﺳﻼﻣﺖ روان راﺑﻄﻪ ﻣﻌﻨﺎدار وﺟﻮد دارد. 3( ﺑﯿﻦ ﺗﻔﮑﺮ اﻧﺘﻘﺎدي ﺑﺎ ﺧﻮدﮐﺎرآﻣﺪي راﺑﻄﻪ ﻣﻌﻨﺎدار وﺟﻮد دارد. 4( ﺑﯿﻦ ﺗﻔﮑﺮ اﻧﺘﻘﺎدي ﺑﺎ ﺳﻼﻣﺖ روان راﺑﻄﻪ ﻣﻌﻨﺎدار وﺟﻮد دارد.

This study aimed to determine the relationship among learning styles, self-efficacy, critical thinking and mental health of students. A descriptive/correlational research method has been used in this study and a total of 200 high school students studying in the city of Tehran were selected as the sample size using cluster sampling method. Kolb's Learning Style Inventory, Sherer's General Selfiefficacy Scale, Watson's Critical Thinking Test and GHQ -28 were used for measurement of the research variables. The collected data were analyzed using Pearson correlation coefficient. The findings showed that: 1) there is a significant relationship between learning styles and self-efficacy, 2) there is a significant relationship between learning styles and mental health, 3) there is a significant relationship between critical thinking and self-efficacy, and 4) there is a significant relationship between critical thinking and mental health.