تمایل دانشجویان به یادگیری مادام العمر و عوامل مؤثر بر آن: کاربرد نظریه شناخت اجتماعی بندورا

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته کارشناسی ارشد، گروه ترویج و آموزش کشاورزی، پردیس کشاورزی و منابع طبیعی، دانشگاه رازی، کرمانشاه. ایران

2 دانشیار، گروه ترویج و آموزش کشاورزی، پردیس کشاورزی و منابع طبیعی، دانشگاه رازی، کرمانشاه. ایران

3 پژوهشگر پسادکتری آموزش کشاورزی، گروه ترویج و آموزش کشاورزی،پردیس کشاورزی و منابع طبیعی دانشگاه رازی، کرمانشاه، ایران

10.22034/hel.2024.710436

چکیده

هدف: پژوهش با هدف بررسی تمایل دانشجویان کشاورزی دانشگاه رازی به یادگیری مادام­العمر و عوامل مؤثر بر آن با استفاده از نظریه شناخت اجتماعی بندورا انجام شد.
روش پژوهش: این پژوهش به صورت توصیفی-همبستگی انجام شد. جامعه آماری تحقیق دانشجویان مقاطع مختلف تحصیلی پردیس کشاورزی و منابع طبیعی دانشگاه رازی به تعداد 1365 نفر بودند که 300  نفر از آنها به روش نمونه‌گیری تصادفی طبقه­ای با انتساب متناسب بر حسب مقطع تحصیلی انتخاب شدند. به منظور گردآوری داده­ها از پرسشنامه­های استاندارد استفاده شد. علاوه بر تأیید روایی و پایایی پرسشنامه­های استاندارد در مطالعات گذشته در پژوهش حاضر نیز پرسشنامه­ها از لحاظ محتوایی و ظاهری مورد بررسی قرار گرفتند و بومی­سازی آنها برای دانشجویان کشاورزی انجام شد. همچنین با استفاده از ضریب آلفای کرونباخ،  پایایی ترکیبی و روایی همگرا  اعتبار و پایایی آنها مورد تأیید قرار گرفت. داده­های گردآوری شده با استفاده از نرم­افزارSPSS  و Smart- PLS و در دو بخش توصیفی و استنباطی مورد تجزیه و تحلیل قرار گرفتند..
یافته‌ها: میزان تمایل به یادگیری مادام­العمر در بین دانشجویان در سطح متوسط قرار داشت. وضعیت موجود چهار بعد نظریه شناخت اجتماعی بندورا نشان داد که سه بعد انتظار-ارزش، خودکارآمدی و خودتنظیمی در دانشجویان در سطح بالا بود. اما دانشجویان از لحاظ بعد خودکنترلی در سطح متوسط قرار داشتند. نتایج مدل­سازی معادلات ساختاری نیز نشان داد که دو متغیر خودکارآمدی به عنوان عامل اول و خودتنظیمی به عنوان عامل دوم بر روی تمایل به یادگیری مادام­العمر تأثیر داشت.
نتیجه‌گیری: می­توان با نهادینه نمودن یادگیری مادام­العمر و پرورش دانشجویان بر اساس آن و از طرفی تقویت یادگیری مادام­العمر از طریق ارتقا خودکارآمدی و خودتنظیمی در دانشجویان  تا حدودی بر مسئله عدم وجود مهارت و بیکاری دانش­آموختگان غلبه نمود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Students' Desire for Lifelong Learning and Factors Affecting It: Application of Bandura's Social Cognitive Theory

نویسندگان [English]

  • Mina Havasi 1
  • Amirhossein Alibaygi 2
  • Masoumeh Taghibaygi 3
1 Masyer's Degree, Agricultural Extension and Education Department, College of Agriculture & Natural Resources, Razi University, Kermanshah, Iran.
2 Associate Professor, Department of Agricultural Extension and Education, College of Agriculture & Natura Resources, Razi University, Kermanshah, Iran
3 Postdoctoral Researcher of Agricultural Education, Department of Agricultural Extension and Education, College of Agriculture &Natural Resources, Razi University, Kermanshah Iran.
چکیده [English]

Objective: This research was conducted with the aim of investigating the desire of agricultural students of Razi University for lifelong learning and the factors affecting it using Bandura's social cognition theory.
Methods: This research was done in a descriptive –correlational way. The statistical population of the research was 1,365 students of Razi University's Agriculture and Natural Resources Campus, of which 300 were selected by stratified random sampling with proportional assignment according to the level of education. Standard questionnaires were used in order to collect data. In addition to confirming the validity and reliability of standard questionnaires in past studies, in the present study, the questionnaires were examined and localized for agricultural students in terms of content and appearance. The collected data were analyzed using SPSS and Smart-PLS software and in two descriptive and inferential sections
Results: The current situation of the four dimensions of Bandura's social cognition theory showed that the three dimensions of expectation-value, self efficacy and self-regulation were at a high level in students. But the students were at an average level in terms of self-control. The results of structural equation modeling also showed that the two variables of self-efficacy as the first factor and self-regulation as the second factor had an effect on the desire for lifelong learning.
Conclusion: By institutionalizing lifelong learning and training students based on it, and on the other hand, by strengthening lifelong learning through promoting self-efficacy and self-regulation in students, the issue of lack of skills and unemployment of graduates can be overcome to some extent.

کلیدواژه‌ها [English]

  • Keywords: Lifelong Learning
  • Social Cognitive Theory
  • Expectation-Value
  • Self-Efficacy
  • Razi University
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