رابطه سواد اطلاعاتي و انگيزه پيشرفت با نقش ميانجي خودتنظيمي يادگيري

The Relationship between Information Literacy and Achievement Motivation with the Mediating Role of Self- Regulated Learning

ﻣﻘﺪﻣﻪ و ﻫﺪف: ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﺒﯿﯿﻦ راﺑﻄﻪ ﺳﻮاد اﻃﻼﻋﺎﺗﯽ و اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺑﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﺧﻮدﺗﻨﻈﯿﻤﯽ ﯾﺎدﮔﯿﺮي ﺑﻮد. روش ﺷﻨﺎﺳﯽ ﭘﮋوﻫﺶ: روش ﭘﮋوﻫﺶ ﺗﻮﺻﯿﻔﯽ و از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن ﺷﻬﺮﺳﺘﺎن ﺟﺎﺟﺮم ﺑﻮد ﮐﻪ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻓﺮﻣﻮل ﻓﯿﺪل و ﺗﺎﺑﺎﺧﻨﯿﮏ )194 (2007 ﻧﻔﺮ ﺑﻪ ﺻﻮرت ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪاي ﻧﺴﺒﯽ ﺑﻪ ﺗﻨﺎﺳﺐ ﺗﻌﺪاد در ﻫﺮ داﻧﺸﮕﺎه ﺑﻪ ﻋﻨﻮان ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪ. اﺑﺰار ﮔﺮدآوري اﻃﻼﻋﺎت ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺳﻮاد اﻃﻼﻋﺎﺗﯽ ﺳﯿﺎﻣﮏ و داورﭘﻨﺎه )1387(، اﻧﮕﯿﺰش ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﻫﺮﻣﻨﺲ )1977( و ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺑﻮﻓﺎرد )1995( اﺳﺖ ﮐﻪ داراي رواﯾﯽ ﺻﻮري و ﻣﺤﺘﻮاﯾﯽ اﺳﺖ و ﺿﺮﯾﺐ ﭘﺎﯾﺎﯾﯽ ﺑﺎ اﺳﺘﻔﺎده از آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﻪ ﺗﺮﺗﯿﺐ 0/84 ،0/86 و 0/81 ﻣﯽ ﺑﺎﺷﺪ. ﺗﺤﻠﯿﻞ داده ﻫﺎ ﺑﺎ اﺳﺘﻔﺎده از آزﻣﻮن ﺳﻮﺑﻞ ﺑﻪ وﺳﯿﻠﻪ ﻧﺮم اﻓﺰار spssاﻧﺠﺎم ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎ: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﯾﺞ آﻣﺎري، ﻗﺪرت راﺑﻄﻪ ﺳﻮاد اﻃﻼﻋﺎﺗﯽ ﺑﺎ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺑﺮاﺑﺮ 0/43، راﺑﻄﻪ ﺳﻮاد اﻃﻼﻋﺎﺗﯽ ﺑﺎ ﺧﻮدﺗﻨﻈﯿﻤﯽ ﯾﺎدﮔﯿﺮي 0/20 و راﺑﻄﻪ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺑﺎ ﺧﻮدﺗﻨﻈﯿﻤﯽ ﯾﺎدﮔﯿﺮي 0/41 ﻣﺤﺎﺳﺒﻪ ﺷﺪ. آﻣﺎره آزﻣﻮن ﻧﯿﺰ 2/535 ﺑﻪدﺳﺖ آﻣﺪ ﮐﻪ ﺑﺰرﮔﺘﺮ از ﻣﻘﺪار ﺑﺤﺮاﻧﯽ tدر ﺳﻄﺢ ﺧﻄﺎي 5 ﯾﻌﻨﯽ 1/96 ﺑﻮده و ﻧﺸﺎن ﻣﯽ دﻫﺪ ﻫﻤﺒﺴﺘﮕﯽ ﻣﺸﺎﻫﺪه ﺷﺪه، ﻣﻌﻨﺎدار اﺳﺖ. ﺑﺤﺚ و ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺑﺎ اﻃﻤﯿﻨﺎن 95 ﺑﯿﻦ ﺳﻮاد اﻃﻼﻋﺎﺗﯽ و اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺑﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﺧﻮدﺗﻨﻈﯿﻤﯽ ﯾﺎدﮔﯿﺮي داﻧﺸﺠﻮﯾﺎن ﺷﻬﺮﺳﺘﺎن ﺟﺎﺟﺮم راﺑﻄﻪ وﺟﻮد دارد.

Introduction: The main purpose of this study was to investigate the relationship between information literacy and achievement motivation with the mediating role of self-regulated learning. Research Methodology: The research method is of a descriptive and correlational type. The statistical population of the study includes all university students of Jajarm city, among which 194 people were selected through relative category random sampling method according to the proposed formula of Fidell and Tabachnick (2007) and based on the number of students in each university. The data collection tools include Siamak and Davarpanah's information literacy (2008), Hermans' achievement motivation (1977) and Bouffard's self-regulation (1995) questionnaires which have face and content validity. The reliability coefficient using Cronbach's alpha was 0.86, 0.84 and 0.81, respectively. Data analysis was performed using Sobel test by SPSS. Findings: According to the statistical results, the strength of the relationship between information literacy and achievement motivation is 0.43, the relationship between information literacy and self-regulated learning is 0.20 and the relationship between achievement motivation and self-regulated learning is 0.41. The test statistic is 2.535, which is greater than the critical value of t at the level of 5% error, ie 1.96, and indicates that the observed correlation is significant. Conclusion: With 95% confidence, there is a relationship between information literacy and achievement motivation with the self-regulated learning mediating role in the university students of Jajarm city.