مدل ساختاری اهمال‌کاری تصمیم‌گیری بر اساس نیاز به‌ شناخت: نقش واسطه‌ای راهبردهای یادگیری خودتنظیمی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد رشتة روانشناسی تربیتی، گروه آموزشی علوم تربیتی، دانشگاه یزد، یزد، ایران

2 دانشیار گروه علوم تربیتی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه یزد، یزد، ایران

چکیده
پژوهش حاضر، به بررسی نقش واسطه‌گری خودتنظیمی در یادگیری در رابطة بین نیاز به شناخت و اهمال‌کاری تصمیم‌گیری با رویکردی شناختی-انگیزشی پرداخته است. روش پژوهش حاضر، توصیفی-همبستگی و با بهره‌گیری از مدل‌یابی معادلات ساختاری بود. جامعة آماری پژوهش (11200 نفر)، شامل تمامی دانش‌آموزان پسر مشغول به تحصیل در دورة متوسطة دوم نظری نواحی 1 و 2 شهرستان یزد در سال تحصیلی 1403-1402 بود. 377 نفر از دانش‌آموزانی که با روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شده‌ بودند، پرسشنامه‌ها‌یی را تکمیل کردند که سطوح نیاز به شناخت (Cacioppo et al., 1996)، خودتنظیمی در یادگیری (Weinstein & Palmer, 2002) و اهمال‌کاری تصمیم‌گیری (Mann et al., 1997) آن‌ها را اندازه‌گیری می‌کردند. ضریب پایایی و شاخص‌های روایی تمامی ابزارها مطلوب گزارش شدند. بر اساس یافته‌های مدل ساختاری نهایی، اگرچه اثر مستقیم نیاز به شناخت بر اهمال‌کاری تصمیم‌گیری معنی‌دار نشد، اما نیاز به شناخت، بر خودتنظیمی در پردازش اطلاعات، انگیزش و مدیریت زمان و نیز، مؤلفه‌های سه‌گانة خودتنظیمی در یادگیری، بر اهمال‌کاری تصمیم‌گیری اثر مستقیم معنی‌داری داشتند. هم‌چنین، خودتنظیمی در یادگیری، در رابطة بین نیاز به شناخت و اهمال‌کاری تصمیم‌گیری نقش واسطه‌گری‌ ایفا کرد. به‌طورکلی، یافته‌های پژوهش حاضر با مدل نظری تعارض تصمیم‌گیری هم‌خوانی داشته و نیز، با ارائة نشانه‌هایی از اهمیت و نقش اساسی انگیزش شناختی و راهبردهای خودتنظیمی در درک چگونگی رویارویی دانش‌آموزان با تعارض تصمیم‌گیری در موقعیت‌های تحصیلی، مبنایی نظری و تجربی را برای سبک‌های تصمیم‌گیری متعارض فراهم کردند.

کلیدواژه‌ها

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