نقش کیفیت عملکرد اعضای هیئت علمی در یادگیری خودراهبر با میانجی گری خودکارآمدی پژوهشی

پژوهش حاضر با هدف بررسی نقش کیفیت عملکرد اعضای هیئت علمی در یادگیری خودراهبر با میانجیگری خودکارآمدی پژوهشی در دانشجویان تحصیلات تکمیلی دانشگاه بوعلی‌سینا انجام شده است. روش این پژوهش کمی، توصیفی و از نوع مطالعات همبستگی است. جامعه آماری شامل دانشجویان تحصیلات تکمیلی دانشگاه بوعلی‌سینا همدان به تعداد 4000 نفر بود. نمونۀ آماری پژوهش366 نفر بودند که با استفاده از جدول کرجسی و مورگان و با روش نمونه گیری تصادفی ساده انتخاب شدند. ابزار گردآوری داده‌های پژوهش شامل سه پرسشنامه استاندارد کیفیت عملکرد اعضای هیئت علمی تاگومری و بیشاپ (2011)، خودکارآمدی پژوهشی هولدن و همکاران (1998) و یادگیری خودراهبر فیشر و کینگ (2001) بود. برای تعیین روایی صوری و محتوایی پرسشنامه ها از دیدگاه متخصصان و برای روایی سازه از تحلیل عاملی تاییدی استفاده شد. برای تعیین پایایی ابزار از آزمون آلفای کرانباخ استفاده شد که میزان ضریب آلفای کرانباخ پرسشنامه ها به ترتیب:0.89، 0.90 و 0.77 به دست آمد. داده‌های پژوهش پس از جمع‌‌آوری با روش ضریب همبستگی پیرسون و تحلیل عاملی تاییدی و تحلیل مسیر تجزیه و تحلیل شد. نتایج نشان داد متغیر کیفیت عملکرد اعضای هیئت علمی اثر مستقیم مثبت (0.51)، اثرغیر مستقیم مثبت (0.30) و اثر کل مثبت و معنادار (0.81) بر متغیر یادگیری خودراهبری دانشجویان دارد. خودکارآمدی پژوهشی اثر مستقیم مثبت (0.55) بر متغیر یادگیری خودراهبر در سطح 0.01 دارد. همچنین متغیرهای کیفیت عملکرد اعضای هیئت علمی و خودکارآمدی پژوهشی دانشجویان، 62% واریانس متغیر یادگیری خودراهبری را تبیین می‌کند.

The role of faculty members’ performance quality in selfdirected learning: the research selfefficacy test

The aim of this study was to investigate the role of faculty members’ performance quality in selfdirected learning mediated by research selfefficacy in graduate students of Bu Ali Sina University. method of this research is quantitative, descriptive and correlational studies. The statistical population included graduate students of Bu Ali Sina University in the number of 4000 people. The statistical sample of the study was 366 people who were selected using Krejcie and Morgan table and simple random sampling method. Research data collection instrument included three standard quality performance questionnaires of Tagomeri and Bishap (2011) faculty members, Holden et al. (1998) research selfefficacy, and Fischer and King (2001) selfdirected learning. To determine the face and content validity of the questionnaires from the point of view experts and for construct validity, confirmatory factor analysis was used. Cronbach’s alpha test was used to determine the reliability of the instrument. . Cronbach’s alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. Research data were collected by Pearson correlation coefficient and confirmatory factor analysis and path analysis. The results showed that the variable of faculty members ’performance quality has a direct positive effect (0.51), indirect positive effect (0.30) and a positive and significant total effect (0.81) on students’ selfdirected learning variable. Research selfefficacy has a positive direct effect (0.55) on the selfdirected learning variable at the level of 0.01. Also, the variables of quality of faculty members ’performance and students’ research selfefficacy explain 62% of the variance of the selfdirected learning variableThe aim of this study was to investigate the role of faculty members’ performance quality in selfdirected learning mediated by research selfefficacy in graduate students of Bu Ali Sina University. method of this research is quantitative, descriptive and correlational studies. The statistical population included graduate students of Bu Ali Sina University in the number of 4000 people. The statistical sample of the study was 366 people who were selected using Krejcie and Morgan table and simple random sampling method. Research data collection instrument included three standard quality performance questionnaires of Tagomeri and Bishap (2011) faculty members, Holden et al. (1998) research selfefficacy, and Fischer and King (2001) selfdirected learning. To determine the face and content validity of the questionnaires from the point of view experts and for construct validity, confirmatory factor analysis was used. Cronbach’s alpha test was used to determine the reliability of the instrument. . Cronbach’s alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. Research data were collected by Pearson correlation coefficient and confirmatory factor analysis and path analysis. The results showed that the variable of faculty members ’performance quality has a direct positive effect (0.51), indirect positive effect (0.30) and a positive and significant total effect (0.81) on students’ selfdirected learning variable. Research selfefficacy has a positive direct effect (0.55) on the selfdirected learning variable at the level of 0.01. Also, the variables of quality of faculty members ’performance and students’ research selfefficacy explain 62% of the variance of the selfdirected learning variableThe aim of this study was to investigate the role of faculty members’ performance quality in selfdirected learning mediated by research selfefficacy in graduate students of Bu Ali Sina University. method of this research is quantitative, descriptive and correlational studies. The statistical population included graduate students of Bu Ali Sina University in the number of 4000 people. The statistical sample of the study was 366 people who were selected using Krejcie and Morgan table and simple random sampling method. Research data collection instrument included three standard quality performance questionnaires of Tagomeri and Bishap (2011) faculty members, Holden et al. (1998) research selfefficacy, and Fischer and King (2001) selfdirected learning. To determine the face and content validity of the questionnaires from the point of view experts and for construct validity, confirmatory factor analysis was used. Cronbach’s alpha test was used to determine the reliability of the instrument. . Cronbach’s alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. Research data were collected by Pearson correlation coefficient and confirmatory factor analysis and path analysis. The results showed that the variable of faculty members ’performance quality has a direct positive effect (0.51), indirect positive effect (0.30) and a positive and significant total effect (0.81) on students’ selfdirected learning variable. Research selfefficacy has a positive direct effect (0.55) on the selfdirected learning variable at the level of 0.01. Also, the variables of quality of faculty members ’performance and students’ research selfefficacy explain 62% of the variance of the selfdirected learning variableThe aim of this study was to investigate the role of faculty members’ performance quality in selfdirected learning mediated by research selfefficacy in graduate students of Bu Ali Sina University. method of this research is quantitative, descriptive and correlational studies. The statistical population included graduate students of Bu Ali Sina University in the number of 4000 people. The statistical sample of the study was 366 people who were selected using Krejcie and Morgan table and simple random sampling method. Research data collection instrument included three standard quality performance questionnaires of Tagomeri and Bishap (2011) faculty members, Holden et al. (1998) research selfefficacy, and Fischer and King (2001) selfdirected learning. To determine the face and content validity of the questionnaires from the point of view experts and for construct validity, confirmatory factor analysis was used. Cronbach’s alpha test was used to determine the reliability of the instrument. . Cronbach’s alpha coefficient of questionnaires was respectively ./89, ./90 and ./77 obtained. Research data were collected by Pearson correlation coefficient and confirmatory factor analysis and path analysis. The results showed that the variable of faculty members ’performance quality has a direct positive effect (0.51), indirect positive effect (0.30) and a positive and significant total effect (0.81) on students’ selfdirected learning variable. Research selfefficacy has a positive direct effect (0.55) on the selfdirected learning variable at the level of 0.01. Also, the variables of quality of faculty members ’performance and students’ research selfefficacy explain 62% of the variance of the selfdirected learning variableKeywords: Faculty members’ performance, Research selfEfficacy, Self directed learning