Downloaded from zums.ac.ir at 8:02 IRST on Wednesday December 14th ,- 58,9

Transcription

1 $%&' 4! "45)/01 1-,- + %& '() "#$ / 01 - '+, dr_rnaseri@hotmail.com #!" - 367,- 3/8/18 +,- 2/12/28 $%! 58, > =# ; $ 4!5 32" / ! 3L# I6 D5 H1 IJ- K. EF $6% 7 D5 C" 3!AB NB -!" ;!MF + D 3L 4/ > - 3%1 7 OL6 ; A C? 35B.$# 0A =2 8 IJ- ; + % =# # %M 3A + 3. = 338 C !MF # NB -!" + 3 #- C IJ-. ER 3A " 3 ; = T0 #? + =#. O 3A % D - 30#F S- 37!MF + 3 #-. C!F D VA. 7 I-? 4/ >!MF + ; 37 U % I6 4/ > 7 I- ;!MF + 7 4/ > 37 WR. ;!MF + D X0 3L# N" I> E; B 3!2 $Y? 37! (% ZY ; [ \A ]7? + $N 37 > C0 0 3 $ >.A $6!MF B IY^ B% 4 >?@ A = ;+4! 8"&'; O` " F 3 > 3=Y 7.(1) A D0 3 -/ \ 3B 3/ 181 4N% # 4N \"H 3!AB D > % 3=Y D%/. % # 3 \5YL 7 ; -1 # 3 \5YL 7-2 NB -!" WMR -3

2 B% 4 ;+4! G! C!4 >?@ A = F4 C4 DE+ 103 O $.(12) pit? 7 3 N T 3 37 ]!L D +i F 4/ $ Cq _F A!5 % na7 35YL _F 4/ > %. 7 =# O [A $#? 35YL > $` LF C".(13)? m li2 30!r 37?I \66F > % > Z! 7 (14) 7 =# D (10 15 ]0# ; t 37 $# 4= 3 3`i" ; 3 \! ; ; [ ul# K A WR / $# % 3 + tt ; t.(17).(15-17) 7 $NB N? 3 # 37 + " + D +? 1 ;!MF +.!MF A +!MF ZY \v` 5 3!MF ZY L6.$# ; F A = CA ; \imf +i -/ / 0q!MF ; =Y - 37 =Y ;,Y 3? ZY +.(18) E B $ > = 3 E!L o 7 J N^!MF " 3 N? A ZY.$# WR L=Y \2 3 (7) > WR % 3 C (o) 3B? ; 37? DAH.(E!L +) EF.(2) $# 3 D.(2-5) $# (Expectancy-Value Model )+ 0" C" D.$# 3B + db 3# 3 ; C 37 / 3=Y -ZY 3=Y -E.$# Z! ; / $6% Z! $A ; C 37 I 7 + C 37 =T" 3=Y -e.$#.(6) $# Z! 3 ; =T" $ 4!5 32" / 012 =# ; C" 3!AB > D.(7) Self- Regulated EF $6% 7 D5 ) 4/ > 4/ > > /.$# (Learning D.$# 7 h 37 $#? A/ > _F 7 # > +i % 37 # ^ > 3[5% =# 4/ >.(8) 3 37 $# ]# % 3? K 3 C / 3 V- $Y5% A/ > $A.()? = Y !MF $6% 3Y6 3# C Y D DN.$# 3j > > % ka".(10) 3 ER $NB O $ \0 li2? R@ \/? # DB m > % ]# + Y \2 % 3 3 >.(11) B # % 3 na7? K 37 CA" 3? N $YN# \N I #>o

3 104 H4 - '+, ;!MF + B K # D. NB -!" 0?!MF + ;? 7 ; x 7 I-? x 7 I-? 4/ > ; 4/ > x 7 I-?!MF + D X0 3L# I6 4/ >? x ;!MF + $# C IJ- N= m " 3 DJ & KL 1 I m " 3 4/ > m " 3 ;!MF +? D (C6) 3L#. (3) 3L# I6 D5 3 IJ- D 37 D 3 3B 4 B% D IJ- + - = >?@ A 3L ; 4/ >!MF! ;+4 + C`1 ; \v` 5 3 A + 3!MF T IR $H A $# B $` 37 ;.(4 1) 0 \A > MR 3`i" / K2 $# DA? $#3!MF A n T [ $0q \2 3 + D n B.(20) Z!R K % \` = C6 0 + D.(21) $F $B K 4" 3.(22)? K n C`1 \A ]7 0 3 =T" ; 66F > + ; 37Y1 (4 23) [ ul# D VA.(24-26) $A 3 A I 4/ > 37 \66F > CMF $6% ]7 ; 37.(27-31) 3L $A k H1 IJ- ; # # - ; 4/ > 3L w D 3w^ 3w7 w 3 ; #3 I6 > 73 #. > ;!MF $6% + 4/ > D 3L # WR tt # 3!MF 3 ka na7 \N I 3#? D 3L Z7 0" / + $6 3 ; 37 4/ > D ]# 3 ; 7o ]YL 3 3B. ; I6 D5 IJ- D ;!2 K D 3L 4/ > 3L#

4 B% 4 ;+4! G! C!4 >?@ A = F4 C4 DE+ 105 z07 =Y? + =# 3 #- D - 3 A + ZY + 3=Y n #F 0/80 0/68 ] 3 #- D \[#. 3 #- 3=Y 0` C` 4=YR i7 \2 3 \Y 3B U - y6 y# 46% i7 (4) 46% (3) / (2) 4=YR (1)? A 8A; 3 #- D. A (5). 120 q71 24 C`1 3 #- C7 B ]7 - [ A S- 3% v1 yi7 3T # D 3 #- [ \FH 3 IJ- K.? OAB CA S- O ; + ; m ^ # \"it C!F.$% ` # LISREL % _# % m n # KF D!MF + 4/ >.$#? B ; IJ- m # KF D 1B O4%+4 4L+04 0/60 0/48 1/41 1/0 0/88 0/67 1/05 0/55 G;+ 2/34 3/0 2/55 3/43 3/0 1/85 2/55 1/73 % &3 / + =T" > > O $ ZY + A + N0! ;+4 = >?@ A 4 B% 3 3L D 37? DAH. 0A =2 8 # ># 3Y5 ]Y` C!F \2 ; A C IJ-? 35B. > NB -!" - 3%1 7 OL6. = 338 C !MF # 3A + y# 77 % =# 3A. ER 3A "3 = %M 57) = 114 (2 43) = 86 C IJ- I; #. (2 + 3 #- 4/ > (10) (Motivational Strategies Learning Questionnaire) IR #- D. =# 4/ > (325) _# 3 #- D.$# C (322) $# + IR $H 1 Z!R J- + tt? - IJ-.(32 10) - ]H.(33) $#? $# 3 0/76? 0/71 z07 =Y? + 3 IJ- D? $#3 3 #y6 y# D \[#. 0/67 ZM + 3 (1) 47!> \2 3 \Y 3B U -. A (5)!> (4) (3) _# (2) 47 3 #- C7? A 8A; 3 #- D. 235 q71 47 C`1 Y# 24 3 #-!MF + I; # ZY + 3 X? # =# (28) D. A + 3 X # 12 0A y# 3 C!F + =# 3 #-. 30#F 3T 3=Y C7 A 3 A -0/7 ZY + 3=Y 0A ]H ZT.? $# 3 0/53-0/7 A + 3=Y 0/44

5 106 H4 - '+, m D D VA!MF + $0q 3L ;!MF +. B 5 IJ- m D 0A ]H 2 B m D ky# D. 4/ > m D 4/ > 7 0/80 6 0/64 0/55 DJ N0 &' F ;0RF Q= 2KL- 5 0/80 0/64 0/48 4 0/80 0/72 0/71 0/6 3 0/78 0/83 0/71 0/77 0/72 2 0/86 0/5 0/84 0/7 0/82 0/76 1 0/66 0/78 0/72 0/67 0/70 0/7 0/72 &3 / + =T" > % > $ O + ZY A + N0! ;+4 = >?@ A 4 B% P 0/05 # C!F U 3 3B x 7 I- + 3=Y.(F =41/64 P 0/001 ) ;!MF / 3=Y k37? 71 # U D VA (β=0/77 ρ0/001) + 3=Y (β=0/61 ρ0/006) 5 $0q F 3 (β=0/58 ρ0/001) =T" 3=Y i". 7 I- ;!MF + + C7 S 2 22 D m D X0 2 B 3 ]H [ X 37 $# 3L# \T0 #.A D C!F 7 y# t6f N - B A Y + 3 m ^ # (34) \[# ] 3 # C!F U. =# 3 IJ- w; w!mf + w w?

6 B% 4 ;+4! G! C!4 >?@ A = F4 C4 DE+ 107 C!F U 3 3B O $ 3=Y.(F =215/73 P 0/0001 ) (e # O $ 0 + 3=Y k37? 71 # U D VA 5 $0q F 3 (β=0/45 P0/0001) P0/34) / 3=Y 7 I- O $ I- (β=0/13 P0/40) =T" 3=Y D i". A O $ C7 S 2 25 (β=0/76 7.A I- O $ 7 4/ >? x 7 I- ;!MF + I#- D 3 R#-!MF + m DI- m " 3 4/ > 3%. 3% / hi m " 4/ > 3=Y ) ;!MF + 5? 71 # U.(F =101/73 P (3 37 0/ =Y (β=0/15 P0/0001) / 3=Y P0/003) =T" 3=Y (β=0/0!mf + 5 $0q F 3 # U D VA!MF 4/ > 3=Y k37 P0/001) (β=0/11. 7 I- ; 37? 71 (β=0/24 P0/002) > % kc (β=0/68 P0/001) > $0q F 3 (β=0/45 P0/0006) O $. 7 I- ;!MF / > D i" ;!MF + C7 S 2. A I-.A I- ;!MF 4/ >? (2 D 3 R#- x 7 I- ; D I- m " 3 m I#- / hi m " 3 4/ > 3 3 ^ # C!F 3# / D 3. 3% n= 3 # U. B A 0" 4/ > C!F U 3 3B > % (ZY 3=Y #.(F =287/11 P0/0001) > % / 3=Y k37? 71 # U D VA 5 $0q F 3 (β=0/44 P0/004) 7 I- ; > % =T" 3=Y (β=0/33 P0/3) + 3=Y 7 I- (β=0/51 P0/55) D i". A ; > % C7 S 2 23.A I- ; > % # C!F U 3 3B > (E 3=Y U D VA.(F=118/28 P0/0001) > P0/0001) + 3=Y k37? 71 # 5 $0q F 3 (β=0/48 / 3=Y 7 I- ; > (β=0/41 P0/34) =T" 3=Y (β=0/68 P0/57) ; > 7 I D i". A ; > C7 S.A I-

7 108 H4 - '+, KL 4! =+ UA 3KL-? $# 3 6 3L# 0/046 0/042 0/1 0/88 0/1 0/0 0/88 0/3 I6 5 0/05 ^7 0/05 ^7 0/0 0/73-0/ 0/73-0/ 0/0 0/73-0/ 0/0 D5 IJ- D D 3L W> RMSEA RMR GFI AGFI NFI NNFI IFF CFI $ ;!7 K 4/ > NB -!" ;!MF + m 3L # 3 37 # 3!1. $>- ;!MF + 7 I- 3=Y 37 D. ;!MF + 5 $0q (23) A D (4) % \66F U 3% B (25) A \# (24) 0Y? $# 3 3; 3B. A (26) # %7 ; k$=? 30!r IY^ C 3!6 > $Y5% 3 $0 A y y1? /!MF + N5!MF ` ; > 0#!MF + 37 > ` 3 5`% $ D?. A D5 ER? $ 3 X0!MF $Y5%? 4N Y5% ; 37. Z! D X0 3L# I6 4/ >? x ;!MF + 3=Y # ]H 36 # 37 WR # 3!1 3!1 ]H 0/15 3 0/61 / 3=Y (4 # ]H # ]H 0/0 3 0/77 + 3=Y # U D.$# 3% I7 0/11 3 0/58 =T" 3=Y > 3L# I6 m K,1? $# 3 2 m D X0 4/. ;!MF + C \2 3 N 5 r H=T+4 B% 4 = + KL 2I \,; D L> A` \,; D.$# 3 W> 3 (RMSEA)06 C5W> (GFI) + W> (RMR) (NFI) W> (NNFI) " 3 (CFI) W> (AGFI) + W> 60L W> (IFF) % E!L Y p0l hi.$# + 3 B? U 37 $#

8 B% 4 ;+4! G! C!4 >?@ A = F4 C4 DE+ 10 D 3L 4/ > k$= y# D.-!MF + > 6" /N ]7 ; 5 3# > $Y5% ; yi7 > % > 3 D 0" 3. A CA" O $ ub h ; D IY^ 37 A ER =Y 36 B ]YL tt # $0F2 3 $` 7 CA" N yi7. #- # 3 \[# 3 A 3B yi7 (% $#3 U 3"A; 3 3B ; /!MF + or? 4/ > k4/ > 3L# I6 D VA 3? 4% A!" \ v" $ D VA ; $6 ]# ER 3? 37! D.? 4% 4/ > B 3!2 $Y? $ > N" I> E; C0 "C" " " 0 " 3 I-? + w $wn 3w7 w w > w!mf [w w` \wa ]w7.wa $ww6 wb w IY^ w` ZY ;,) 8 $` 37 NB -!" ; 3!7.?CA"3`A7ACA3 #- 3 0q 37 D VA > 3 3!1.A$%-}> % Z! m 3L # 3 37 # $>- 4/ > U 3% D. ; 4/ > Y (14) ^? S? (10) \ ~ - \66F A (17) (16) D7[ # D- (15) ; k$=?$#33;3b. S > ` % 7\"iT 6L X0 ; # ]#? 4% $ > > C0` D O` $>? >> 3 ]YL D. N" > $Y ; - % 37!7 I6? ; - Z IR@ 7 ;!m 37? # $> 3 $ > A ]# $ 3% $# >. A=#( F#)?2 " m D 3L # 3 37 # # 3!1 7 ;!MF + 37 $>- 4/ > 3L# m. ;!MF + m 5 3L# 5 U 3 $0q 3% D D (28) ; 7. 5 $0q 7 I- m 37 $0q 7 I- 46 T 3 4/ > ; A ~ - (27) 37 4/ >!MF ~ -? DAH + \66F. A (31)? D (30) n (2) 3 3!1? $# 3 yf I7 y# 3L# m!7 4N B 3 # 3!1

9 110 H4 - '+, References 1- Rabbani Z, Yousefi F. Examine the mediator role of the goal orientation in the relationship between self-efficacy and task value with cognitive strategies. JISL. 2012; 4(2) [Persian] 2- Eccles JS, Adler TF, Futterman R, et al. Expectancies, values, and academic behaviors. In JT Spence (Ed.), Achievement and motivation Psychological and Sociological Approaches. San Francisco Freeman Wigfield A. Expectancy-value theory of achievement motivation A developmental perspective. Educational Psychology Review. 14; 6 (2) Feather NT. Values, valences, expectations, and actions. Journal of Soc. 12; 48 (4) Rokeach M. From individual to institutional values with special reference to the values of science. In Understanding Human Values, ed. M Rokeach. New York Free Press Mousoulides N, Philippou G. Student s motivational beliefs, self-regulation strategies and mathematics achievement. Groups the Psychology of mathematics Education. 2005; 3 (1) Carreira JM. Motivational orientations and psychological needs in EFL learning among and stat elementary school students in Japan. System An International Journal of Educational Technology and Applied Linguistics. 2012; 40(2) Zimmerman BJ. Self- regulated academic learning and achievement the emergence of a social cognitive perspective, Educational Psychology Review. 2003; 2 (3) Elbaum BE, Berg CA, Dodd DH. Previous learning experience, strategy beliefs and task definition in self- regulation in self- regulated foreign language learning. Contemporary Educational Psychology. 13; 18 (4) Pintrich PR, Degroot EV. Motivational and self- regulated learning components of classroom academic performance. JEP. 10; 82(1) Good T, Brophy J. Contemporary educational psychology (5 th Ed.). New York Harper Collins Seif AA. Modern educational psychology the educational psychology and instruction. Tehran Aghah Pub [Persian] 13- Dembo MH, Eaton MJ. Self- regulation of academic learning in middle- level schools. The Elementary School Journal. 2000; 100 (12) Ames C, Archer J. Achievement goals in the classroom student learning strategies and motivation processes. JEP. 188; Wolters A. The relationship between high school students motivational regulation and their use of Learning strategies, effort and classroom performance. LIDJ. 1; 11(3) Putwain D, Sander P, Larkin D. Academic self-efficacy in study-related skills and behaviors relations with learning-related emotions and academic success, British Journal of Educational

10 B% 4 ;+4! G! C!4 >?@ A = F4 C4 DE+ 111 Psychology. 2012; 27(2) Wentzel KR. Peer relationships, motivation, and academic performance at school. In AJ Elliot, CS Dweck. (Eds.), Handbook of Competence and Motivation. New York Guilford Press; DeWall CN, Baumeister RF, Vohs KD. Satiated with belongingness? Effects of acceptance, rejection, and task framing of selfregulatory performance. Journal of Personality and Social Psychology. 2008; 5 (3) Eccles JS. Subjective task value and model of achievement related choices. In AJ Elliot, CS Dweck. (Eds.), Handbook of competence and motivation. New York Guilford; Schwartz SH, Bardi A. Value hierarchies across cultures taking a similarities perspective. Journal of Cross-Cultural Psychology. 2008; 32 (2) Feather NT. Values, valences, and course enrollment testing the role of personal values within an expectancy-value framework. Journal of Educational Psychology. 2010; 80 (13) Chang C. Evaluating the effects of competency-based web learning on self-directed learning aptitudes. Journal of Computers in Mathematics and science teaching. 2007; 26(3) Greene BA, DeBacker TK, Ravindran R, Krows AJ. Goals, values, and beliefs as predictors of achievement and effort in high school mathematics classes. Sex Roles. 1; 40 (2) Uguroglu M, Walberg H. Motivation and achievement a quantitative synthesis. American Educational Research Journal. 17; 16 (4) Scott GW, Goulder R, Wheeler P, Scott LJ, Tobin ML, Marsham S. The value of fieldwork in life and environmental sciences in the context of higher education a case study in learning about biodiversity, Journal of Science and Technology Education. 2012; 21 (5) Johnson Ml, Sinatra GM. Use of task-value instructional inductions for facilitating engagement and conceptual change. Contemporary Educational Psychology, 2013; 38(1) Pintrich PR. The role of motivation in promoting and sustaining self- regulated learning, International. Journal of Educational Research. 1; 31 (3) Pintrich PR, Robert W, Elisabeth A. classroom and individual differences in early adolescent s motivation and self regulated learning. JEA. 14; 14 (2) Martin J. Self-regulated learning, social cognitive theory, and agency. Educational Psychologist. 2004; 3 (3) Schunk DH. Self-regulated learning The educational legacy of Paul R. Pintrich. EP. 2005; 40 (2) Greene JA, Azevedo R. A theoretical review of Winne and Hadwin s model of self-regulated learning New perspectives and directions. Review of Educational Research. 2007; 77(3)

11 112 H4 - '+, 32- Sun JC, Rueda R. Situational interest, computer self-efficacy and self-regulation their impact on student engagement in distance education. British Journal of Educational Technology. 2012; 43(2) Alborzi S, Samani S. [Comparison motivational believes and self-regulated strategies for learning among girl and boy students of center in Shiraz]. Journal of Humanistic and Social Sciences of Shiraz University. 1; 15 (1) [Persian] 34- Baron RM, Kenny DA. The moderatormediator variable distinction in social psychological research conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology. 186; 51 (6)

12 B% 4 ;+4! G! C!4 >?@ A = F4 C4 DE+ 113 The Mediator Role of Self- Regulated Learning Strategies in Relation to Motivational Beliefs and Academic Values of General Pharmacy Students A Case of Jahrom University of Medical Sciences Naseri Jahromi R 1, Marzooghi R 1, Rasekh hahromi A 1 1 Faculty Member of Educational Sciences and Psychology Colleqe, Shiraz University, Shiraz, Iran Corresponding Author Naseri Jahromi R, Faculty Member of Educational Sciences and Psychology Colleqe, Shiraz University, Shiraz, Iran dr_rnaseri@hotmail.com Received 1 Mar 2014 Accepted Nov 2014 Background of Objective Universities should be a secure of knowledge and skills for stuents. The main purpose of this study was to consider the mediator role of self- regulated learning strategies in relation to motivational beliefs and academic values at Jahrom University of Medical Sciences general pharmacy students. Material and Methods The research method was cross correlational. The population was all of Jahrom University of Medical Sciences general pharmacy students at academic year (338 students). Using random sampling method and Cocran formula 200 students were selected. Research instrument were two questionnaires motivational learning strategies and academic values questionnaires whose validity and reliability were calculated. Data was analyzed by inferential statistical methods. Results The results showed that students motivational beliefs predict academic values and self- regulated learning strategies. Also it was concluded that self- regulated learning with motivational beliefs control predict students academic values and that self- regulated learning has a mediator role in relation to motivational beliefs and students academic values. Conclusion Learners who take responsibility for their own learning, planning and evaluating become selfregulated and get higher grades and are able to face new challenges. Keywords Motivational believes, Self- regulated learning, Academic values.