ارائه ی مدل علّی پیش‌بینی یادگیری خودگردان برخط براساس فراشناخت (با واسطه‌گری آمادگی یادگیری برخط): کاربرد تحلیل مسیر

با توجه به اهمیت یادگیری خودگردان برخط ضروری است که بیش از پیش به این موضوع و عوامل پیش‌بینی‌کنندۀ آن پرداخته شود. در همین راستا، پژوهش حاضر با هدف ارائه مدل علّی پیش‌بینی یادگیری خودگردان برخط براساس فراشناخت با واسطه‌گری آمادگی یادگیری برخط صورت گرفت. شرکت‌کنندگان شامل 350 نفر از دانشجویان دوره‌های برخط در سال تحصیلی 1400-1399 بودند که با روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. به منظور اندازه‌گیری متغیرهای پژوهش، از پرسشنامه‌های فراشناخت، آمادگی یادگیری برخط و یادگیری برخط خودگردان استفاده شد. برای ارزیابی مدل پیشنهادی از نرم‌افزار آموس استفاده شد. یافته‌ها نشان داد که، 1. داده‌ها با مدل تحقیق برازش دارد؛ 2. فراشناخت، متغیرهای آمادگی یادگیری برخط و یادگیری خودگردان برخط را به‌صورت مثبت پیش‌بینی می‌کند؛ 3. متغیر آمادگی یادگیری برخط قادر است یادگیری خودگردان برخط را به‌صورت مثبت و معنادار پیش‌بینی کند؛ 4. فراشناخت از طریق آمادگی یادگیری برخط، تمامی ابعاد یادگیری خودگردان برخط را به‌صورت معناداری پیش‌بینی کند. بنابراین و با توجه به نتایج به‌دست آمده، افزایش آمادگی یادگیری برخط و در پی آن افزایش سطح فراشناخت باعث ارتقای میزان یادگیری خودگردان برخط در دانشجویان دوره‌های برخط می‌شود.

proposing a causal model to predict self-regulated online learning based on metacognition—mediated by online learning readiness: a path analysis

this study aimed to propose a causal model to predict self-regulated online learning based on metacognition mediated by online learning readiness. the participants were 350 students of online courses in the academic year 2020-2021 selected by cluster random sampling. the data collection instruments were the group metacognitive scale (gms), the online learning readiness scale (olrs), and the self-regulated online learning questionnaire. the proposed model was evaluated in amos software. the results showed that the data fit the research model. metacognition positively predicted online learning readiness and self-regulated online learning. online learning readiness significantly and positively predicted self-regulated online learning. metacognition through online learning readiness significantly predicted all aspects of self-regulated online learning. therefore, increasing online learning readiness and, consequently, metacognition can improve the level of self-regulated online learning in students of online courses.introduction with the expansion of online distance learning, the interest in self-regulated learning has also risen (boekaerts, pintric, zeidner, 2000). self-regulated learning is an active and organized process whereby learners set their learning goals and then try to regulate and control their cognition, motivation, and behavior (flanigan, 2014). researchers have recently focused on metacognition and readiness for online learning courses. metacognition refers to the ability to perceive and develop an awareness of one’s cognitive processes and control these processes to make the most of learning activities (michele biasutti, sara frate, 2018). online learning readiness involves three dimensions: students’ ease of use of electronic communications for learning, competency and self-confidence in computer-based communication, and ability to engage in independent learning (min-ling hung, chien chou, chao-hsiu chen, zang-yuan own, 2010). some studies have reported the relationship of metacognition with online learning readiness and self-regulated online learning, as well as the relationship between online learning readiness and self-regulated online learning (moghaddam, 2019; melissa ng lee yen, 2020; kirkic et al., 2020). previous research, however, has not examined the mediating role of online learning readiness in the relationship between metacognition and self-regulated online learning. the present study, therefore, examined four hypotheses: (1) the direct effect of metacognition on online learning readiness is positive and significant; (2) the direct effect of metacognition on self-regulated online learning is positive and significant; (3) the direct effect of online learning readiness on self-regulated online learning is positive and significant, and (4) the indirect effect of metacognition on self-regulated online learning mediated by online learning readiness is positive and significant.methodthe present applied and correlational (descriptive-cross-sectional) study used structural equation modeling (sem).