پیش بینی اضطراب تحصیلی بر اساس سبک های یادگیری با میانجیگری خودکارآمدی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی، واحد اراک، دانشگاه ازاد اسلامی، اراک، ایران

2 دانشیار، گروه روانشناسی، واحد رودهن، دانشگاه ازاد اسلامی، رودهن، ایران

3 دانشیار گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران

4 استادیار، گروه روانشناسی، واحد اراک، دانشگاه ازاد اسلامی، اراک، ایران

چکیده

مقدمه: برخی از پژوهشگران اضطراب را حاصل سبک شناختی خاص و برخی دیگر اضطراب آزمون را حاصل سبک‎های خاص یادگیری دانشته اند، بنابراین؛ هدف از پژوهش حاضر پیش بینی اضطراب تحصیلی بر اساس سبک‎های یادگیری با میانجیگری خودکارآمدی می‎باشد.
روش کار: روش پژوهش حاضر از توصیفی از نوع همبستگی می‎باشد، برای پژوهش نمونه ای به حجم 400 نفر به صورت خوشه‎ای چند مرحله‎ای انتخاب شدند، برای جمع آوری اطلاعات از پرسشنامه‎های پرسشنامه مقیاس اضطراب اهواز، پرسشنامه سبک‎های یادگیری(ILS) و پرسشنامه خودکارآمدی عمومی‎شرر استفاده گردید. برای تحلیل یافته‎ها از روش تحلیل مسیر و برنامه ایموس استفاده گردید.
نتایج: نتایج تحلیل مسیر نشان داد که سبک های یادگیری با میانجی گری خودکارآمدی بر اضطراب آزمون نقش پیش بینی کنندگی دارد.
نتیجه‌گیری: به نظر می‎رسد که در جهت پیش بینی اضطراب آزمون می‎توان سبک‎های یادگیری و خودکارآمدی افراد را مورد بررسی قرار دادند. با وجود این جهت بالا بردن اعتبار بیرونی تحقیق پیشنهاد می‎گردد که تحقیقات بیشتری در این راستا صورت گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

Predicting academic anxiety based on self-efficacy-mediated learning styles

نویسندگان [English]

  • Majid Khaleghi 1
  • Hassan Pasha Sharifi 2
  • Davood Taghvaei 3
  • zabih pirani 4
1 PhD Student, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran
2 Associate Professor, Department of Psychology and Psychometrics, Roodehen Branch, Islamic Azad University, Roodehen, Iran.
3 Department of Psychology, Arak Branch, Islamic Azad University, Arak Iran
4 Associate Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran.
چکیده [English]

Introduction: Some researchers have attributed anxiety to specific cognitive styles and others to test anxiety as a result of specific learning styles. The aim of this study was to predict academic anxiety based on self-efficacy mediated learning styles.
Methods: The method of the present study is descriptive-correlational. For the study, a sample of 400 people were selected in a multi-stage cluster. To collect information from the Ahwaz Anxiety Scale, the Learning Styles Questionnaire (ILS) and the Self-Efficacy Questionnaire. General Scherer was used. To analyze the findings, path analysis method and Emus program were used.
Results: The results of path analysis showed that learning styles with self-efficacy mediation have a predictive role on test anxiety (P <0/001).
Conclusion: It seems that in order to predict test anxiety, individuals' learning styles and self-efficacy can be examined. However, in order to increase the external credibility of the research, it is suggested that more research be done in this direction.

کلیدواژه‌ها [English]

  • Academic Anxiety
  • Learning Styles
  • Self-Efficacy
  • Student

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مجله دانشکده پزشکی دانشگاه علوم پزشکی مشهد
دوره 65، شماره 2
خرداد و تیر 1401
صفحه 592-600

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