بررسی اثربخشی آموزش یادگیری خودتنظیمی بر درک مطلب و تفکر انتقادی به کمک مدل معادلات ساختاری با رویکرد کمترین مربعات جزیی (PLS-SEM)

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

2 دانشیار گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

3 استادیار گروه آموزش زبان انگلیسی، واحد تبریز، دانشگاه آزاد اسلامی، تبریز، ایران

چکیده

هدف: هدف این پژوهش، بررسی روابط بین مولفه­های یادگیری خودتنظیمی، درک­ مطلب و تفکر انتقادی در خواندن متون انگلیسی و همچنین تاثیر آموزش یادگیری خودتنظیمی بر شدت روابط بین این متغیرها با استفاده از مدل معادلات ساختاری با رویکرد کمترین مربعات جزیی (PLS-SEM) می­باشد.
روش ­ها: 183 دانش­آموز ایرانی در این تحقیق شرکت کردند. ابتدا، مدل­های PLS-SEM پیش­آزمون با ارزیابی پرسشنامه راهبردهای انگیزشی یادگیری، پرسشنامه تفکر انتقادی و آزمون درک مطلب مورد تجزیه و تحلیل قرار گرفتند. سپس به کمک تحلیل چندگروهی ( (MGAو مقایسه ضریب مسیرهای پیش­آزمون و پس­آزمون، تاثیر آموزش خودتنظیمی و آموزش سنتی درک مطلب بر شدت روابط بین متغیرها بررسی شد.
یافته­ ها: یافته­ها نشان دادند که آموزش خودتنظیمی بطور معنا­داری در تقویت روابط بین راهبردهای خودتنظیمی، درک مطلب و تفکر انتقادی موثر بود (001/0>p).
نتیجه ­گیری: این مطالعه نتایج مهمی برای طراحان درسی، معلمان و دانش آموزان دارد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effect of Self-regulated Learning Instruction on Reading Comprehension and Critical Thinking: PLS-SEM Approach

نویسندگان [English]

  • Roya Ranjbar Mohammadi 1
  • Mahnaz Saeidi 2
  • Saeideh Ahangari 3
1 PhD in Applied Linguistics, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran,
2 Associate Professor of Applied Linguistics, Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
3 Assistant Professor of Applied Linguistics, Department of English. Tabriz Branch, Islamic Azad University, Tabriz, Iran
چکیده [English]

Objective: This study aimed at investigating the relationships among SRL components, reading comprehension (RC), and critical thinking (CT) ability in English reading and determining the strength of these relationships after SRL instruction (SRLI).
Methods: 183 Iranian EFL students participated in the study. First, the analyses of pretest PLS-SEM models were done by evaluating the three instruments of adapted motivated strategies for learning questionnaire, critical thinking in English reading questionnaire, and a test of reading comprehension.  Second, the efficiency of SRLI of RC on the strength of the relationships was investigated by using MGA and comparing loadings in the pretest and posttest models.
Results: The results revealed that SRLI was significantly efficient in improving the relationships among SRL strategies, RC and CT (P<0.001).
Conclusion: This study has significant implications for syllabus designers, teachers and students.

کلیدواژه‌ها [English]

  • Critical thinking
  • PLS-SEM
  • Reading comprehension
  • Self-regulated learning

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روان شناسی مدرسه و آموزشگاه
دوره 11، شماره 2
تیر 1401
صفحه 51-61

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