رابطه ی ادراک از ﺻﻼﺣﯿﺖ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن و ﺧﻮدراﻫﺒﺮی ﯾﺎدﮔﯿﺮی ﺷﺎﮔﺮدان: ﻧﻘﺶ واﺳﻄﻪای اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ

اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ از ﻋﻮاﻣﻞ ﻣﻬﻢ ﺗﻌﯿﯿﻦﮐﻨﻨﺪه اﯾﻔﺎی ﻧﻘﺶ داﻧﺶآﻣﻮز در ﯾﺎدﮔﯿﺮی، اﺳﺖ. ﻟﺬا ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﻧﻘﺶ واﺳﻄﻪای اﻧﮕﯿﺰه ی ﭘﯿﺸﺮﻓﺖ را در ارﺗﺒﺎط ﻣﯿﺎن ادراک از ﺻﻼﺣﯿﺖ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن و ﺧﻮدراﻫﺒﺮی ﯾﺎدﮔﯿﺮی ﺷﺎﮔﺮدان ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار داده اﺳﺖ. ﭘﮋوﻫﺶ ﺑﻪ روش ﺗﻮﺻﯿﻔﯽ ﺑﻮد و ﺑﻪ واﺳﻄﻪ ﺷﻨﺎﺳﺎﯾﯽ رواﺑﻂ ﻣﯿﺎن ﻣﺘﻐﯿﺮﻫﺎ در ﻓﺎﻟﺐ اراﺋﻪ ﻣﺪل ﻋﻠﯽ و ﻃﺮح ﭘﮋوﻫﺶ ﻫﻤﺒﺴﺘﮕﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ. ﺑﺮای اﯾﻦ ﻣﻨﻈﻮر از ﻣﯿﺎن ﺟﺎﻣﻌﻪ داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﭘﺎﯾﻪ ﻧﻬﻢ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮﺳﺘﺎن ﺑﻨﺪرﺗﺮﮐﻤﻦ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 95-96 ﻧﻤﻮﻧﻪای ﺑﺎ ﺣﺠﻢ 224 ﻧﻔﺮ ﺑﻪ ﺳﻪ اﺑﺰار ﺧﻮدﮔﺰارﺷﯽ ﻣﺘﺸﮑﻞ از ﻣﻘﯿﺎس ﺧﻮدراﻫﺒﺮی ﯾﺎدﮔﯿﺮی وﯾﻠﯿﺎﻣﺴﻮن)2007( و ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ)ﺑﺎﻫﺎرﮔﺎوا1994( و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻌﺪﯾﻞ ﺷﺪه ﺻﻼﺣﯿﺖﻫﺎی ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن)ﮐﺮﯾﻤﯽ، 1388( ﭘﺎﺳﺦ دادﻧﺪ. ﺑﺮای ﺗﺤﻠﯿﻞ داده ﻫﺎ از ﺗﺤﻠﯿﻞ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن اﺳﺘﻔﺎده ﺷﺪ و ﺑﻪ ﻣﻨﻈﻮر آزﻣﻮن ﺑﺮازش ﻣﺪل ﻫﺎی ﻣﻔﺮوض و ﺑﺮآورد ﺿﺮاﯾﺐ اﺛﺮ ﻣﺴﺘﻘﯿﻢ، ﻏﯿﺮ ﻣﺴﺘﻘﯿﻢ و ﮐﻞ، از ﺗﮑﻨﯿﮏ ﺗﺤﻠﯿﻞ ﻣﺴﯿﺮ ﺑﺎ روش ﺑﯿﺸﯿﻨﻪ اﺣﺘﻤﺎل اﺳﺘﻔﺎده ﺷﺪ. ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﻣﻌﻨﺎداری اﺛﺮ ﻣﺴﺘﻘﯿﻢ ادراک از ﺻﻼﺣﯿﺖ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن ﺑﺮ ﺧﻮدراﻫﺒﺮی ﯾﺎدﮔﯿﺮی داﻧﺶآﻣﻮزان و اﺛﺮ ﻣﺴﺘﻘﯿﻢ ادراک داﻧﺶآﻣﻮزان از ﺻﻼﺣﯿﺖ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن ﺑﺮ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ را ﻧﺸﺎن داد. ﻫﻤﭽﻨﯿﻦ ﯾﺎﻓﺘﻪﻫﺎ ﺗﺎﺋﯿﺪﮐﻨﻨﺪه راﺑﻄﻪ ﻏﯿﺮﻣﺴﺘﻘﯿﻢ ادراک از ﺻﻼﺣﯿﺖ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن و ﺧﻮدراﻫﺒﺮی ﯾﺎدﮔﯿﺮی داﻧﺶآﻣﻮزان ﺑﺎ ﻧﻘﺶ واﺳﻄﻪای اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ آﻧﻬﺎ اﺳﺖ. ﻋﻼوه ﺑﺮاﯾﻦ، ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﺑﺮازش ﻣﻨﺎﺳﺒﯽ از اﻟﮕﻮی ﭘﯿﺸﻨﻬﺎدی را اراﺋﻪ ﮐﺮده و ﺑﺮ اﺳﺎس آن ادراک داﻧﺶآﻣﻮزان از ﺻﻼﺣﯿﺖ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن ﺗﻮاﻧﺴﺖ ﺑﺎ واﺳﻄﻪﮔﺮی اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ، 41 درﺻﺪ از وارﯾﺎﻧﺲ ﺧﻮدراﻫﺒﺮی ﯾﺎدﮔﯿﺮی داﻧﺶآﻣﻮزان را ﭘﯿﺶﺑﯿﻨﯽ ﻧﻤﺎﯾﺪ. ﺑﺮ اﺳﺎس ﯾﺎﻓﺘﻪﻫﺎ ﻣﯽﺗﻮان ﻧﺘﯿﺠﻪ ﮔﺮﻓﺖ ﮐﻪ ادراک از ﺻﻼﺣﯿﺖ ﺣﺮﻓﻪای ﻣﻌﻠﻤﺎن ﺑﺮﺧﻮدراﻫﺒﺮی ﯾﺎدﮔﯿﺮی ﺷﺎﮔﺮدان اﺛﺮﮔﺬار ﺑﻮده وﻋﻼوه ﺑﺮ آن اﯾﻦ راﺑﻄﻪ از ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺷﺎﮔﺮدان ﻧﯿﺰ اﺛﺮ ﻣﯽﭘﺬﯾﺮد. ﻗﺎﺑﻠﯿﺖ ﻣﻌﻠﻢ در اﯾﺠﺎد ﺷﺮاﯾﻂ ﻣﻄﻠﻮب ﯾﺎدﮔﯿﺮی ﺑﻪ دﻟﯿﻞ اﯾﺤﺎد ﻣﺤﯿﻂ ﯾﺎدﮔﯿﺮی ﺑﺮاﻧﮕﯿﺰاﻧﻨﺪه، ﺑﺮ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ داﻧﺶ آﻣﻮزان ﻣﻮﺛﺮ ﺑﻮده و از آن ﻃﺮﯾﻖ ﻣﯽﺗﻮاﻧﺪ زﻣﯿﻨﻪﺳﺎز ﺑﻬﺒﻮد ﺧﻮدراﻫﺒﺮی ﯾﺎدﮔﯿﺮی در داﻧﺶ آﻣﻮزان ﺷﻮد.

the relationship between perception of teachers' professional competence and self-directed learning of students: the mediating role of achievement motivation

achievement motivation is one of the important determinants of the role of students in learning, so the present study has investigated the mediating role of achievement motivation in the relationship between perception of teachers' professional competence and self-directed learning of students. the research method was descriptive and had been done by identifying the relationships between variables in the form of causal model and correlation research design. for this purpose, among the population of third-year female students of theoretical high school in turkmen port city (n=250) in the academic year of 2016-2017, a sample selected with a volume of 224 people responded to three self-report tools consisting of scale williamson learning self-directedness (2007) and achievement motivation questionnaire (acmt) and adjusted teachers' professional competencies questionnaire (karimi, 2009) were used to analyze the data using pearson correlation analysis and for fitting test. the assumed models and estimation of direct, indirect and total effect coefficients were used using path analysis technique using maximum probability method. the findings showed that there was a direct effect of perception of teachers' professional competence on students' self-directed learning and the direct effect of students' perception of teachers' professional competence on achievement motivation. also, the findings confirmed the indirect relationship between perception of teachers' professional competence and self-directed learning of students in the mediating role of their achievement motivation. in addition, the findings of the study provided a good fit of the proposed model. based on that, students' perception of teachers' professional competence could predict 41% of the variance of self-directed learning of students by mediating the achievement motivation. based on the findings, it can be concluded that perception of teachers' professional competence has been effective on self-directed learning of students due to the effect on achievement motivation. teacher's ability to create desirable learning conditions due to the intimidating learning environment is effective on students' achievement motivation and through it can lead to improvement of learning self-directed in students