پیش‌بینی خودکارآمدی ریاضی با خودتنظیمی در دانش آموزان شهر ساوه

زمینه و هدف: راهبردهای یادگیری و خودتنظیمی یکی از مهم‌ترین عوامل تاثیرگذار بر کیفیت یادگیری است. پژوهش حاضر با هدف پیش‌بینی خودکارآمدی ریاضی بر اساس فرایندهای خودتنظیمی و تعیین روایی همگرای پرسشنامه راهبردهای یادگیری خودتنظیمی با مقیاس منبع خودکارآمدی ریاضی بود. روش کار: این پژوهش یک مطالعه توصیفی از نوع پیمایشی مقطعی و همبستگی است. برای این منظور پس از ترجمه و آماده‌سازی پرسشنامه‎های مذکور و ارسال آن با ایمیل به 1480 دانش‎آموز یا والدین آن ها، تعداد 610 دانش‎آموز در این پژوهش شرکت کردند. پس از تکمیل پرسشنامه‎های مقیاس منابع خودکارآمدی ریاضی (آشر و پاخارس، 2008) و پرسشنامه خودتنظیمی کلری، 2006) داده ها با استفاده از روش های همبستگی و رگرسیون تحلیل شدند. یافته‌ها: نتایج نشان داد که خودتنظیمی پیش بینی کننده خودکارآمدی ریاضی دانش‎آموزان بود (0.05=p ,0.76=β). همچنین پرسشنامه خودتنظیمی با پرسشنامه خودکارآمدی ریاضی روایی همگرایی به میزان 0.874 داشت. نتیجه‌گیری: بنابراین با توجه به یافته‌های پژوهش می‌توان گفت راهبردهای خودتنظیمی پیش بینی کننده خودکارآمدی ریاضی دانش‎آموزان است؛ همچنین پرسشنامه خودتنظیمی (فرم دانش‎آموز) از روایی همگرای بالایی با مقیاس منابع خودکارآمدی ریاضی دارد و می‌توان از این پرسشنامه در فعالیت‌های پژوهشی استفاده نمود.

the predicting mathematic self efficacy with self-regulation strategies among students of saveh city

background & aims: one of the challenges for middle school students is learning mathematics. researches show that due to the complex nature of mathematics, using effective and efficient self-regulation learning strategies and having motivation is related to success in mathematics. measuring self-regulated learning is one of the research fields that play a key role both in developing theory and for intervention. historically, the tools used to measure self-regulated learning rely on researchers' conceptualizations of self-regulated learning as a construct and have been used to expand theories. to measure self-regulated learning, various tools and methods have been used, such as structured interviews, self-report questionnaires, as well as direct measurement of students' behaviors, such as behavioral effects and observing behaviors. to measure self-regulation, several self-report questionnaires have been created, among which we can refer to the self-regulation questionnaire, self-regulation questionnaire, motivational strategies questionnaire for learning, academic self-regulation learning scale, and teacher scoring scale of self-regulation strategy list. all these questionnaires, except the self-regulation strategy list questionnaire, have been translated into farsi and their psychometric properties have been studied. self-report questionnaires are considered to be the most widely used tools for measuring self-regulated learning and have many benefits such as ease and low cost of design, implementation, and scoring, and they allow students to report their thoughts and motivational thoughts that are not visible to others. mathematics requires solving multi-stage problems, learning different strategies, and using concepts correctly. for example, students who have high progress in mathematics often use self-regulated learning strategies effectively and efficiently when learning different theories and applying ideas, while students who have poor progress in mathematics students use these strategies to a lesser extent. learning strategies and self-regulation are some of the most important factors influencing the quality of learning. the purpose of this study was to predict math self-efficacy based on self-regulation processes and determine the convergent validity of the self-regulation learning strategies questionnaire with the math self-efficacy source scale?methods: this research is a descriptive cross-sectional and correlational survey. after approving the proposal and receiving the implementation license from the university and coordination with the education department of saveh city, 610 students (317 girls and 293 boys) of the seventh, eighth, and ninth grades of the first secondary school online and by sampling method in available were selected. to collect data, study questionnaires were first uploaded to google docs; then their link was provided to the school officials, and with their help, it was provided to the participants. in the end, after completing the number of samples to the appropriate extent, the data collection was stopped. to maintain confidentiality, the students were assured that the information obtained from the research would be analyzed as a group and that their individual information would remain completely confidential.