رابطه ادراک از محیط سازنده گرا و عملکرد تحصیلی: نقش میانجی یادگیری خودراهبر و درگیری تحصیلی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف از پژوهش حاضر بررسی رابطه ادراک محیط سازنده گرا و عملکرد تحصیلی با نقش واسطه ای یادگیری خودراهبر و درگیری تحصیلی در دانش آموزان پایه دوزادهم بود. روش پژوهش، توصیفی-همبستگی بود. جامعه آماری پژوهش شامل تمامی مدارس دوره دوم متوسطه شهر قم به تعداد 91 مدرسه در سال تحصیلی 1402-1401 بود که تعداد 6542 دانش آموز را دربرمی گرفتند. برای انتخاب نمونه از روش نمونه گیری تصادفی خوشه ای چندمرحله ای استفاده شد. به این صورت که از هریک از مناطق چهارگانه آموزشی شهر قم 2 مدرسه و از هر مدرسه هم 3 کلاس و در مجموع 24 کلاس با 427 دانش آموز (209 پسر و 218 دختر) انتخاب شدند و به ابزار های عملکرد تحصیلی، محیط یادگیری سازنده گرا ، آمادگی یادگیری خودراهبر و درگیری تحصیلی پاسخ دادند. نتایج حاصل از تحلیل داده ها با استفاده از روش مدل یابی معادلات ساختاری نشان داد که مسیر مستقیم ادراک از محیط یادگیری سازنده گرا، یادگیری خودراهبر و درگیری تحصیلی به عملکرد تحصیلی دانش آموزان ازنظر آماری مثبت و معنی دار بود. همچنین، رابطه ادراک محیط سازنده گرا با عملکرد تحصیلی از طریق نقش میانجی یادگیری خودراهبر و درگیری تحصیلی مثبت و معنی دار بود. بنابراین، با توجه به یافته های پژوهش مبنی بر اثرگذاری ادراک محیط سازنده گرا بر عملکرد تحصیلی از طریق نقش میانجی یادگیری خودراهبر و درگیری تحصیلی می توان پیشنهاد کرد معلمان و برنامه ریزان آموزشی از این رویکرد در جهت افزایش بهره وری آموزشی و ارتقای سطح عملکرد دانش آموزان استفاده کنند.The Relationship between Perception of Constructivist Environment and Academic Performance: Mediating Role of Self-Directed Learning and Academic Engagement
Introduction: Academic performance is a crucial indicator for assessing the progress of the education system in any society (Al-Rahmi et al., 2015). Researchers have noted that academic performance is consistently influenced by a variety of individual and environmental factors, which educational administrators must identify to achieve beneficial outcomes. The perception of the learning environment is considered one of the most significant factors affecting academic performance (Lu et al., 2022). Previous studies have emphasized the impact of learners' perceptions of the learning environment, particularly constructivist environments, on learning outcomes (Cansiz & Cansiz, 2019; Wu et al., 2022).
Self-directed learning is another factor influencing academic performance. It is a process in which individuals independently identify and select their learning needs and take responsibility for their own learning (Clair, 2022). Additionally, academic engagement, along with environmental factors and other individual variables, can influence students' academic performance (Sowers et al., 2016; Sukman & Click, 2019; Azma et al., 2022). Academic engagement is defined as the degree of continuous student participation in academic activities, involvement in school-related programs, and commitment to educational and learning goals (Tao, 2021).
In light of these considerations, the current study seeks to answer whether an individual's perception of the constructivist environment, mediated by self-directed learning and academic engagement within a causal model, plays an effective role in explaining students’ academic performance.
Method: The present study employed a descriptive-correlational method, examining the relationships between perception of constructivist environment, academic engagement, self-directed learning, and academic performance using structural equation modeling. The research population comprised 6,542 male and female second-level secondary students in Qom city during the 2022-2023 academic year. Based on Klein's recommendation, 408 participants were initially considered. To enhance sampling accuracy and account for potential data distortion, 450 students were selected using multi-stage cluster random sampling. Two high schools (one boys' and one girls') were randomly selected from each of Qom's four educational districts. From each high school, three twelfth-grade classes (humanities, experimental sciences, and mathematics) were randomly chosen. Selected students completed the questionnaires. Research instruments included questionnaires on academic performance (Dortaj, 2013), perception of constructivist environment (Taylor, Dawson & Fraser, 1995), self-directed learning (Fisher et al., 2001), and academic engagement (Rio, 2013). Students were allotted one hour to complete the questionnaires. Inclusion criteria were teacher and student consent, while incomplete questionnaires were excluded. After discarding 23 incomplete responses, 427 questionnaires were analyzed.
Results: Demographic characteristics indicated that out of 427 participants in the study, 209 were boys (49%) and 218 were girls (51%). Before conducting the path analysis, the assumptions related to this method such as the normality of the multivariate distribution, the presence of outliers in the multivariate data, the existence of a linear relationship, and the absence of multicollinearity among the predictor variables were examined. After making the necessary corrections, the model fit indices demonstrated that the model had a good fit. As shown in Table 1, all direct coefficients for the perception of constructivist environment on academic performance (β=0.34, t=2.89), self-directed learning (β=0.45, t=4.66), and academic engagement (β=0.59, t=4.15) were positive and significant at the 0.001 level. Additionally, the direct coefficients for self-directed learning on academic performance (β=0.33, t=3.19) and for academic engagement on academic performance (β=0.23, t=5.06) were also positive and significant at the 0.001 level. Furthermore, the indirect coefficients for the perception of constructivist environment on academic performance through the mediating roles of academic engagement (β=0.13) and self-directed learning (β=0.15) were confirmed using the bootstrap test.
Discussion and Conclusion: The findings of this study indicate a positive and significant relationship between the perception of a constructivist environment, self-directed learning, academic engagement, and academic performance. Additionally, the results revealed a positive and significant relationship between perceptions of the constructivist environment, self-directed learning, and academic engagement. The path analysis further confirmed the mediating roles of self-directed learning and academic engagement in the relationship between the perception of a constructivist environment and academic performance. These results are consistent with the research findings of Limno et al. (2022) and Bizmana (2022). It can be argued that in a constructivist learning environment, learners are actively involved in constructing knowledge through participation in learning activities, fostering a close relationship between what they have learned and the changing world. The constructivist learning environment primarily provides a stimulating atmosphere in which learners perceive their role in the learning process as effective and feel confident in their cognitive abilities. This belief enhances their motivation to engage with assignments. In such an environment, learners employ more effective strategies for learning, which subsequently improves their academic performance. In classrooms based on the constructivist approach, learning is a collaborative endeavor that occurs through community research, leading to increased student involvement in learning activities and, consequently, better academic performance. In learning environments grounded in constructivist principles, all educational activities are tailored to meet learners' needs. Therefore, such an approach can stimulate intrinsic motivation among learners and contribute to improved academic performance.
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