In collaboration with Payame Noor University and Iranian Electronic Learning Association

Document Type : scientific-research

Authors

1 Associate Professor in Education, Tarbiat Modares University, Tehran, Iran.

2 Ph D Candidate in Educational Technology

3 University of Applied Science and Technology, Tehran, Iran

4 Master of Educational Technology, Allameh Tabatabaei University, Tehran, Iran

Abstract

This study investigated the relationships among self-regulated learning, motivation for academic achievement and self-concept in prediction of academic achievement of male high school students studying through distance education system in Kashan Province, Iran. A cross-sectional, descriptive- correlational design  was conducted among all male high schools students in Kashan’s distance education centers during 2015-2016(n=718). Using a multistage cluster sampling, 270 students were selected. Data were collected using Herman’s achievement motivation questionnaire (1970), the Pintrich & De Groot self-regulated learning scale (1990) and Becks self-concept scale (1990). Stepwise regression analysis was employed in the SPSS version 20. The results showed that self-regulated learning, motivation for academic achievement and self-concept had significant positive relationships and predicted academic achievement statistically (p

Keywords

Article Title [Persian]

عوامل تاثیرگذار بر پیشرفت تحصیلی فراگیران مقطع متوسطه مراکز آموزش از راه دور شهر کاشان

Author [Persian]

  • عباس تقی زاده 2

2 دانشجوی دکتری تکنولوژی آموزشی دانشگاه تربیت مدرس

Abstract [Persian]

هدف تحقیق جاری بررسی رابطه و شناسایی سهم هر یک از متغیرهای یادگیری خودتنظیمی، انگیزه پیشرفت تحصیلی و خودپنداره در پیش بینی پیشرفت تحصیلی دانش آموزان پسر مقطع متوسطه مراکز آموزش از راه دور شهرستان کاشان بود. پژوهش حاضر از نوع مقطعی با رویکرد توصیفی از نوع همبستگی است. جامعه آماری تحقیق حاضر را کلیه دانش آموزان پسر مقطع متوسطه مراکز آموزش از راه دور شهرستان کاشان در سال تحصیلی95-1394تشکیل می دادند. بر این اساس نمونه ایی به حجم 270 نفر با استفاده از روش نمونه گیری خوشه ایی چندمرحله ای انتخاب گردید. ابزار جمع آوری داده ها شامل پرسشنامه راهبردهای یادگیری خودتنظیمی پینتریچ(1990)، پرسشنامه‌انگیزه پیشرفت تحصیلی هرمنس(1970) و مقیاس خودپنداره تحصیلی بک و استیر(1990) بود. نتایج حاکی از آن بود که متغیرهای یادگیری خودتنظیمی ،انگیزه پیشرفت تحصیلی و خودپنداره به صورت مثبت پیش بینی کننده های معناداری برای پیشرفت تحصیلی دانش آموزان بوده و در این بین سهم متغیر راهبردهای شناختی بیش از سایر متغیرها است.

Keywords [Persian]

  • آموزش از راه دور
  • انگیزه پیشرفت تحصیلی
  • پیشرفت تحصیلی
  • خودپنداره
  • یادگیری خودتنظیمی
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