رابطه سبک‌های یادگیری و انگیزش تحصیلی با درگیری تحصیلی در بستر آموزش آنلاین

ﭘﯿﺸﯿﻨﻪ و اﻫﺪاف: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﺴﺘﺮش آﻣﻮزش آﻧﻼﯾﻦ و ﺳﻄﻮح ﭘﺎﯾﯿﻦ درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن در اﯾﻦ ﺑﺴﺘﺮ ﮐﻪ ﺑﻪ ﺳﻄﻮح ﭘﺎﯾﯿﻦ ﯾﺎدﮔﯿﺮی و ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ ﻣﯽ اﻧﺠﺎﻣﺪ، ﺑﻪ ﻧﻈﺮ ﻣﯽ رﺳﺪ ﺑﺮرﺳﯽ درﮔﯿﺮی داﻧﺸﺠﻮﯾﺎن در ﮐﻼس ﻫﺎی آﻧﻼﯾﻦ و ﻋﻮاﻣﻞ ﻣﺆﺛﺮ ﺑﺮ آن، ﺑﺘﻮاﻧﺪ ﺑﻪ ﺣﻔﻆ و ارﺗﻘﺎ درﮔﯿﺮی در اﯾﻦ ﮐﻼس ﻫﺎ و در ﻧﻬﺎﯾﺖ ﺟﻠﻮﮔﯿﺮی از اﻓﺖ ﺗﺤﺼﯿﻠﯽ ﮐﻤﮏ ﻧﻤﺎﯾﺪ. از اﯾﻦ رو ﭘﮋوﻫﺶ ﺣﺎﺿﺮ، ﺑﺎ ﻫﺪف ﺷﻨﺎﺳﺎﯾﯽ راﺑﻄﻪ ﺳﺒﮏ ﻫﺎی ﯾﺎدﮔﯿﺮی و اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ ﺑﺎ درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ در ﺑﺴﺘﺮ آﻣﻮزش آﻧﻼﯾﻦ اﻧﺠﺎم ﺷﺪ. روش ﻫﺎ : روش ﭘﮋوﻫﺶ، ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸﺠﻮﯾﺎن ﮐﺎرﺷﻨﺎﺳﯽ و ﮐﺎرﺷﻨﺎﺳﯽ ارﺷﺪ داﻧﺸﮑﺪه روان ﺷﻨﺎﺳﯽ و ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﺑﻬﺸﺘﯽ در ﺳﺎل 1400 ﺑﻮد ﮐﻪ ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪ ﮔﯿﺮی دردﺳﺘﺮس 194 ﻧﻔﺮ ﺑﻪ ﻋﻨﻮان اﻋﻀﺎی ﻧﻤﻮﻧﻪ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺷﺮﮐﺖ ﮐﻨﻨﺪﮔﺎن در اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ اﺑﻌﺎد درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ )رﯾﻮه و ﺗﺴﻨﮓ، 2011(، ﺳﯿﺎﻫﻪ ﺳﺒﮏ ﯾﺎدﮔﯿﺮی(ﮐﻠﺐ، 19 4) و ﻣﻘﯿﺎس اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ )واﻟﺮاﻧﺪ، 1992( ﺑﻪ ﺻﻮرت ﺑﺮﺧﻂ ﭘﺎﺳﺦ دادﻧﺪ. ﯾﺎﻓﺘﻪ ﻫﺎ: ﺗﺤﻠﯿﻞ داده ﻫﺎی ﭘﮋوﻫﺶ از ﻃﺮﯾﻖ ﺗﺤﻠﯿﻞ رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ و ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰار spss ﻧﺴﺨﻪ 24 اﻧﺠﺎم ﺷﺪ. ﯾﺎﻓﺘﻪ ﻫﺎی ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﺑﯿﻦ ﺷﯿﻮه ﻫﺎی ﯾﺎدﮔﯿﺮی ﺑﻪ ﺟﺰ ﻣﺸﺎﻫﺪه ﺗﺄﻣﻠﯽ و اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ ﺑﻪ ﺟﺰ اﻧﮕﯿﺰه ﺑﯿﺮوﻧﯽ ﺑﺎ درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن در ﺑﺴﺘﺮ آﻣﻮزش آﻧﻼﯾﻦ راﺑﻄﻪ ﻣﻌﻨﯽ دار وﺟﻮد دارد. ﻫﻤﭽﻨﯿﻦ، اﻧﮕﯿﺰه دروﻧﯽ، ﺗﻤﺎم اﺑﻌﺎد درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ را ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﯽ ﮐﺮد و اﻧﮕﯿﺰه ﺑﯿﺮوﻧﯽ ﺑﻪ ﺟﺰ ﺑﻌﺪ درﮔﯿﺮی ﻋﺎﻣﻠﯽ ﺑﻘﯿﻪ اﺑﻌﺎد درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ را ﭘﯿﺶ ﺑﯿﻨﯽ ﻣﯽ ﮐﺮد. ﺑﯽ اﻧﮕﯿﺰﮔﯽ ﻫﻢ ﺗﻨﻬﺎ ﻗﺎدر ﺑﻪ ﭘﯿﺶ ﺑﯿﻨﯽ درﮔﯿﺮی ﻋﺎﻣﻠﯽ ﺑﻮد. از ﻣﯿﺎن ﺳﺒﮏ ﻫﺎی ﯾﺎدﮔﯿﺮی، ﺳﺒﮏ ﻫﺎی واﮔﺮا و اﻧﻄﺒﺎق ﯾﺎﺑﻨﺪه ﻗﺎدر ﺑﻮدﻧﺪ ﺗﻨﻬﺎ درﮔﯿﺮی ﻫﯿﺠﺎﻧﯽ را ﭘﯿﺶ ﺑﯿﻨﯽ ﮐﻨﻨﺪ. ﻧﺘﯿﺠﻪ ﮔﯿﺮی: ﺑﺮای اﯾﺠﺎد درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن در ﺑﺴﺘﺮ آﻣﻮزش آﻧﻼﯾﻦ ﺿﺮوری اﺳﺖ ﺑﻪ ﻋﻮاﻣﻞ درون ﻓﺮدی ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن ﺗﻮﺟﻪ داﺷﺖ و ﺑﺎ اﯾﺠﺎد ﺷﺮاﯾﻄﯽ ﺑﺮای ﭘﺮورش اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ و ﭘﺎﺳﺦ ﺑﻪ ﻧﯿﺎزﻫﺎی ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن ﺑﺎ ﺳﺒﮏ ﻫﺎی ﯾﺎدﮔﯿﺮی ﻣﺨﺘﻠﻒ، درﮔﯿﺮی ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن را در ﺑﺴﺘﺮ آﻣﻮزش آﻧﻼﯾﻦ اﻓﺰاﯾﺶ داد

relationship between learning styles and academic motivation with students’ academic engagement in online education

background and objectives: considering the expansion of online education and the low levels of learners’ academic engagement in this context, which leads to low levels of learning and academic performance, it seems that the study ofacademic engagement in online classes and the factors affecting it can maintain and promote engagement in these classes and, it will help to prevent academic failure. then, this study was to identify the relationship between learning stylesand academic motivation with academic engagement in the online classes.methods: the research method was correlational. the population included allundergraduate & graduate students of the psychology and educational sciencesfaculty of shahid beheshti university in 1400, 194 of whom were selected as theresearch sample using the convenience sampling. participants in this studyanswered the questionnaire aspects of academic engagement (reeve & tseng,2011), learning style inventory (kolb, 19 4) and academic motivation scale(vallerand, 1992) online. findings: research data analysis was performedthrough multiple regression analysis using spss24. the findings showed arelationship between learning methods except for reflective observation andacademic motivation except for external motivation with students' academicengagement in online education. also, intrinsic motivation predicted alldimensions of academic engagement and external motivation predicted alldimensions of academic engagement except the dimension of factor engagement.motivation was only able to predict factor engagement. among the learning styles,divergent and accommodating styles were able to predict only emotionalengagement. conclusion: in order to create academic engagement among learnersin online education contexts, it is necessary to pay attention to internal factors andmake conditions for upbringing academic motivation and respond to their needswith different learning styles, academic engagement can be increased in thecontext of online education.