نقش واسطه‌ای خودتنظیمی در رابطه‌ی بین سبک‌های تفکر و اضطراب امتحان دانشجویان دانشگاه بیرجند

نویسندگان
سید وحید جوادی 1
احمد خامسان 2
میترا راستگومقدم 2
1 آموزش و پرورش
2 دانشگاه بیرجند
چکیده
پژوهش‌ حاضر باهدف تعیین نقش واسطه‌ای خودتنظیمی در رابطه‌ی بین سبک‌های تفکر و اضطراب امتحان دانشجویان دانشگاه بیرجند انجام گرفت. پژوهش حاضر ازجمله پژوهش‌های غیرآزمایشی از نوع مدل یابی معادلات ساختاری است. به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای و تصادفی، 300 دانشجوی دانشگاه بیرجند (150 پسر و 150 دختر) انتخاب شدند و به سه پرسشنامه‌ی اضطراب امتحان ابوالقاسمی و همکاران (1375)، خودتنظیمی پینتریچ و دی‌گروت (1990) و سبک‌های تفکر استرنبرگ و واگنر (1992) پاسخ دادند. سپس از روش‌های آمار توصیفی مانند محاسبه میانگین، انحراف معیار و نیز از شاخص‌های آمار استنباطی تحلیل مسیر با استفاده از نرم‌افزار آموس استفاده شد. نتایج نشان دادند سبک‌های تفکر 31 درصد از واریانس یادگیری خودتنظیمی و سبک‌های تفکر با میانجی‌گری یادگیری خودتنظیمی 36 درصد از واریانس اضطراب امتحان را تبیین می‌کنند. سبک‌های تفکر از طریق خودتنظیمی با اضطراب امتحان رابطه‌ی غیرمستقیم دارد. لذا از طریق مشخص کردن سبک تفکر و مهارت خودتنظیمی افراد می‌توان مقداری از اضطراب امتحان آن‌ها را تبیین کرد و در نتیجه برای کاهش اضطراب امتحان آن‌ها برنامه‌هایی را تنظیم کرد. در نتیجه براساس یافته‌های این پژوهش برنامه‌ریزان و درمان‌گرانی که از خودتنظیمی برای کاهش اضطراب امتحان بهره می‌جویند لازم است به سبک تفکر مراجع به عنوان یک متغیر اصلی توجه ویژه نمایند.
کلیدواژه‌ها
اضطراب امتحان
سبک های تفکر
خودتنظیمی

عنوان مقاله English

The Mediating Role of Self-Regulation in the Relationship between Thinking Styles and Students’ Test Anxiety in Birjand University

چکیده English

This study aimed to determine the mediating role of self-regulation in the relationship between thinking styles and students’ test anxiety in Birjand University. The present study is a non-experimental one and of Structural Equations Modeling (SEM) type. The sample size consists of 300 students (150 males and 150 females) who were studying in Birjand University that were selected through multi-stage cluster random sampling method. They completed three questionnaires including Test Anxiety questionnaire developed by Abolqasemi et al. (1996), Self-regulation questionnaire by Pinterich and DeGrowth (1990) and Thinking Styles by Sternberg and Wagner (1992). Then, descriptive statistics such as mean and standard deviation and parameters of inferential statistics and path analysis were applied using AMOS software. The results showed that thinking styles explain 31% of the self-regulatory learning variance and thinking styles with mediation of self-regulatory learning explain 36% of the test anxiety variance. Thinking styles have an indirect relationship with test anxiety through self-regulation. Therefore, identifying different learning styles and skills through self-regulation of the amount of test anxiety they explained. And thus to reduce test anxiety set of programs. As a result, planners and therapists These findings suggest that self-regulation is necessary to reduce test anxiety, and also references to different learning styles as a key variable pay special attention

کلیدواژه‌ها English

test anxiety
Thinking Styles
self-regulation
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