تأثیر ادراک دانش ‏آموزان از محیط کلاس و ارزشیابی بر نگرش به ریاضی با میانجی‏ گیری خودکارآمدی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی

2 کارشناسی ارشد

3 دانشیار و عضو هیات علمی گروه علوم تربیتی، دکتری مطالعات برنامه درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه مازندران

چکیده

هدف پژوهش حاضر، ارائه مدل ساختاری تأثیر ادراک دانش‏آموزان از محیط کلاس و ادراک از ارزیابی بر نگرش دانش‏آموزان به درس ریاضی با میانجیگری خودکارآمدی در مدارس متوسطه سطح دوم شهرستان نور می‏باشد. روش پژوهش توصیفی از نوع معادلات ساختاری می‏باشد. با استفاده از شیوه نمونه‏گیری خوشه‌ای 281 نفر به عنوان نمونه انتخاب شده‌اند. برای تحلیل اطّلاعات از ضرایب همبستگی پیرسون و مدل‏سازی معادلات ساختاری استفاده شد. نتایج نشان داد که بین ادراک از محیط کلاس، ادرک از ارزیابی و ‏خودکارآمدی با نگرش به ریاضی رابطه مثبت و معناداری وجود دارد. نتایج معادلات ساختاری نشان داد که ضریب تاثیر ادراک از محیط کلاس بر نگرش در مدل معنادار نبوده اما ضریب تاثیر ادراک از ارزیابی روی نگرش مثبت و معنادار بود. هم‏چنین نتایج نشان داد که خودکارآمدی بین ادراک از ارزیابی و نگرش به ریاضی نقش میانجی داشته اما بین ادراک از محیط کلاس و نگرش نقش میانجی نداشته است.

کلیدواژه‌ها


عنوان مقاله [English]

Students' Perceptions of the Classroom Environment and Evaluation and Attitudes toward Mathematics

نویسندگان [English]

  • mohsen hajitabar 1
  • F, Z. Tavakoli 2
  • , S. Izadi 3
1 RRRR
2 Master student, curriculum studies, Mazandaran University.
3 Assistant Professor(Ph.D, Department of Educational Sciences, PhD in Curriculum Studies, Faculty of Humanities and Social Sciences, Mazandaran University.
چکیده [English]

The purpose of this study was to present a structural model of the effect of students 'perceptions of the classroom environment and Perception of Evaluation on students' attitudes toward mathematics with the mediation of self-efficacy in secondary schools in Noor city, Iran. The research method was descriptive structural equations. Using cluster sampling method, 281 individuals were selected as the sample. And Pearson correlation coefficients and structural equation modeling were used for data analysis. The results indicated that there is a positive and significant relationship between perception of the classroom environment, Perception of Evaluation and self-efficacy with attitudes toward mathematics. The results also revealed that the effect coefficient of the perception of the classroom environment on the attitude towards mathematics was not significant, but the effect coefficient of the perception of evaluation on the attitude towards mathematics was positive and significant. Also, self-efficacy played a mediating role between perception of evaluation and attitude towards mathematics.

کلیدواژه‌ها [English]

  • perceptions of the classroom environment
  • Perception of Evaluation
  • Mathematical self-efficacy
  • Attitude to mathematics
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