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مؤلفههای روانشناختی مرتبط با موفقیت دانشجویان در محیط یادگیری ترکیبی | ||
فصلنامه پژوهشهای کاربردی روانشناختی | ||
مقاله 6، دوره 12، شماره 3، آذر 1400، صفحه 105-127 اصل مقاله (524.86 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22059/japr.2021.326666.643902 | ||
نویسندگان | ||
الهه حجازی1؛ فاطمه نارنجی ثانی* 2؛ عاطفه غفرانی3 | ||
1دانشیار گروه روان شناسی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
2استادیار گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
3دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران | ||
چکیده | ||
هدف پژوهش حاضر شناسایی مؤلفههای روانشناختی مرتبط با موفقیت دانشجویان در محیط یادگیری ترکیبی است. پژوهش حاضر از نظر هدف کاربردی و بهلحاظ نحوۀ گردآوری یافتهها کیفی است. همچنین با استفاده از شیوۀ مطالعۀ مروری نظاممند انجام شده است. برای دستیابی به هدف مطالعه، مرور منظم و گستردۀ پیشینۀ پژوهشی بر مبنای هفت مرحلۀ الگوی سندلوسکی و باروسو (2006) انجام شده است. بدینمنظور منابع مرتبط با حوزۀ پژوهش از پایگاههای اطلاعاتی الزویر، اسکپوس، پروکوئست، اریک، امرالد، اشپرینگر و با استفاده از کلیدواژههای مناسب جستوجو شد. پس از بررسی منابع علمی، 480 منبع مرتبط با موضوع تحقیق و براساس معیارهای مشخص شناسایی شد. پس از بررسی موضوع پژوهش، چکیده و محتوای آنها، درنهایت 58 مقاله انتخاب و تحلیل نهایی شد. سپس تحلیل یافتهها به شناسایی 75 مفهوم منجر شد که پس از بررسی ارتباط مفهومی و محتوایی در قالب 9 مقوله و درنهایت 5 مؤلفه طبقهبندی شد. نتایج پژوهش نشان میدهد مؤلفههای روانشناختی مرتبط با موفقیت دانشجویان در محیط یادگیری ترکیبی شامل راهبردها و مؤلفههای هیجانی-انگیزشی (احساسات مثبت و باورهای انگیزشی)، ارتباطی (پیوندجویی، مهارتهای برقراری ارتباط) شناختی (تفکر سطح بالا و درگیری تحصیلی)، فراشناختی (خودمدیریتی در یادگیری و خودآگاهی برای یادگیری) و شخصیت هستند که از این میان، نقش مؤلفهها و راهبردهای هیجانی-انگیزشی و پس از آن با اختلاف اندکی مؤلفههای فراشناختی از دیگران پررنگتر بوده است. | ||
کلیدواژهها | ||
یادگیری ترکیبی؛ مؤلفههای روانشناختی؛ دانشجویان؛ پساکرونا؛ نظام آموزش عالی | ||
مراجع | ||
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