شناسایی ابعاد و مؤلفه های خودراهبری دانش آموزان ابتدایی؛ یک مطالعه آمیخته

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار گروه مدیریت آموزشی، دانشگاه فرهنگیان، تهران، ایران

2 شاغل رسمی آموزش و پرورش استا ن قم

چکیده

مقدمه و هدف: این پژوهش با هدف شناسایی مؤلفه­های خودراهبری دانش­آموزان ابتدایی بود.
روش‌شناسی پژوهش: روش پژوهش از نوع مطالعات آمیخته اکتشافی (کیفی-کمی) بود که از نظر نوع داده بنیاد در بخش کیفی و در بخش کمی روش توصیفی-پیمایشی است. مشارکت کنندگان در بخش کیفی شامل متخصصان حوزه آموزش ابتدایی معلمان و مدیران مدارس بودند که از طریق روش نمونه گیری هدفمند تعداد 15 نفر به عنوان مطلعین کلیدی انتخاب شدند. جامعه آماری در مرحله کمی شامل تمامی معلمان، مدیران و معاونین مدارس ابتدایی شهر قم در سال تحصیلی 1403-1404 بود. با استفاده از روش نمونه گیری خوشه ای تک مرحله ای و تصادفی طبقه ای 320 نفر جهت بررسی انتخاب شدند، داده ها در بخش کیفی از طریق مصاحبه نیمه­ساختار یافته و در بخش کمی از پرسشنامه محقق ساخته گردآوری شد. روایی محتوایی (CVR) 88/0 و شاخص روایی محتوایی (CVI) 80/0 برای پرسش نامه پژوهش به دست آمد. مقادیر ضرایب پایایی برای کل پرسشنامه 88/0 که نشان می دهد، ابزار جمع آوری اطلاعات توانایی لازم برای سنجش متغیرهای پژوهش را دارد. به منظور تحلیل داده های کیفی از روش تحلیل تم که مبتنی بر کدگذاری باز، محوری و انتخابی است، استفاده شد. در بخش کمی مدل­یابی معادلات ساختاری مبنای تجزیه و تحلیل اطلاعات بود.
 یافته‌ها: براساس نتایج تعداد 46 کدباز (مفاهیم) و 22 کدمحوری، احصاء شد. در بخش کمی نیز مدل خودراهبری دانش آموزان ابتدایی مورد تایید قرار گرفت.
بحث و نتیجه‌گیری:  نتایج این پژوهش می‌تواند حرکت از معنای سنتی آموزش و فعالیت‌های یاددهی یادگیری را به درک جدید آن، یعنی یادگیری خودراهبر تسهیل کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Identifying the dimensions and components of self-management in elementary school students; a mixed study

نویسندگان [English]

  • asad hejazi 1
  • hajar mirzaee 2
1 Associate Professor, Department of Educational Management, Farhangian University, Tehran, Iran
2 teacher
چکیده [English]

Background and Objective:  This study aimed to identify the components of self-management in elementary school students.
research methodology: The research method was a mixed exploratory study (qualitative-quantitative), which is based on qualitative data in the qualitative part and descriptive-survey method in the quantitative part. Participants in the qualitative part included experts in the field of elementary education, teachers and school principals, who were selected as key informants through purposive sampling. The statistical population in the quantitative stage included all teachers, principals and deputy principals of elementary schools in Qom in the academic year 1403-1404. Using a single-stage cluster sampling method and stratified random sampling, 320 people were selected for the study. Data in the qualitative part were collected through semi-structured interviews and in the quantitative part from a researcher-made questionnaire. Content validity (CVR) was 0.88 and content validity index (CVI) was 0.80 for the research questionnaire. The reliability coefficient values for the entire questionnaire were 0.88, which indicates that the data collection tool has the necessary ability to measure the research variables. In order to analyze the qualitative data, thematic analysis method based on open, axial and selective coding was used. In the quantitative part, structural equation modeling was the basis for data analysis.
Findings: Based on the results, 46 open codes (concepts) and 19 axial codes were counted. In the quantitative part, the self-management model of elementary school students was approved.
.Conclusion: The results of this research can facilitate the move from the traditional meaning of education and teaching learning activities to its new understanding, namely self-directed learning.

کلیدواژه‌ها [English]

  • Self-directedness
  • elementary school students
  • design and validation
References
Akoglu. H. (2018). User’s guide to correlation coefficients. Turkish J. Emerg.Med. 18 (3): 91–93. DOI: 10.1016/j.tjem.2018.08.001
Anshu PG, Singh T. (2022). The concept of self directed learning: Implication for practice in the Undergraduate Medical Curriculum. Indian Pediatrics. 19(2): 245-290.Indian Pediatrics: ISSN 0970-9621.
Anwar, S. M. Hussain, M. Afzal, S.A. Gilani. (2021). Assessment of enhancement in self-management, self –control and learning desire as a result of self-directed learning readiness in nursing students. J. Adv. Psych. 3 (1): 33–44. DOI: 10.35741/japp.030104
Barnes,K. R.C. Marateo, S.P. Ferris. (2007). Teaching and learning with the net generation. Innovate J. Online Educ. 3 (4): 1-45. DOI: 10.31219/osf.io/umhjv
Brockett, R.G. R. Hiemstra. (2020). Self-direction in Adult Learning: Perspectives on Theory. Research, and Practice, Routledge. DOI: 10.14689/ejer.2019.80.5.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications. Sage Publications
Erdogan, F. (2019). Effect of cooperative learning supported by reflective thinking activities on students’ critical thinking skills. Eurasian journal of educational research, 19(80), 89-112. [DOI: 10.14689/ejer.2019.80.5] doi: 10.14689/ejer.2019.80.5
Farahani, A., Rostami Nejad, M, A. (2020). The impact of the guided cognitive education method on the rate of self -knowledge on students' mathematical anxiety and anxiety. Quarterly Educational Innovation Quarterly. 77 (20): 1-34. [In Persian].
Geng, S. Law, K.M.Y. Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education. 16(17): 1-22. doi: 10.1186/s41239-019-0147-0  
Izadi, S., Mir-Arab Razi, R, & Mir-Mousavi, F. (2024). The effect of online self-directed education on improving students' academic performance and academic vitality, Journal of Curriculum Research, 13 (2), 283-302. [In Persian]. SID: jcr-2024-13-2
Kailash, C., Charokar, MS, Faimer, F. (2022). Self-directed Learning Theory to Practice: A Footstep towards the Path of being a Life-long Learner. Journal of Advances in Medical Education & Professionalism. 10(3):135-144. doi:  10.30476/jamp.2022.93224.1552
Karatas, K.. Arpaci, I. (2021). The Role of Self-directed Learning, Metacognition, and 21st Century Skills Predicting the Readiness for Online Learning. Contemporary Educational Technology. 13(3): 1-13. doi: 10.30935/cedtech/10786.
Khiat, H. (2017). Academic performance and the practice of self-directed learning: The adult student perspective. Journal of Further and Higher Education. 41(1): 44‒59. [In Persian]. DOI: 10.1080/0309877X.2015.1047609.
Kim, K. J., Kim, H., & Kwon, S. (2021). “Self-directed learning in online environments: A review of the literature.” Educational Technology & Society, 24(3), 78–90. DOI: 10.1016/j.jcal.2021.01.002
Lendínez Muñoz, E. M., García García, F. J., Lerma Fernández, A. M., & Abril Gallego, A. M. (2024). Increase in self-efficacy in prospective teachers through theory-based lesson study. Journal of Mathematics Teacher Education, 27(4), 717-742. DOI: 10.1007/s10857-024-09569-x
Long. H.B. (2000). Understanding self-direction in learning, in: H.B. Long, Associates (Eds.), Practice & Theory in Self-Directed Learning, Motorola University Press. 3(2): 11–24.
Lucy M. Cronin-Golomb, Patricia J. Bauer. (2023). Self-motivated and directed learning across the lifespan. Acta Psychologica. 232 (2): 103-816. doi: 10.1016/j.actpsy.2023.103816
Mentz, E. de Beer, J. Bailey, R. (2019). Self-directed Learning for the 21st Century: Implications for Higher Education, AOSIS (Pty) Ltd. https://tinyurl.com/23f6n2ne.
Morris, T. H., & Rohs, M. (2021). “Self-directed learning as a lifelong learning strategy – an integrative review.” Adult Education Quarterly, 71(1), 4–24.DOI: 10.1177/0741713620925026
Núnez-Andres, M.A. A. Martinez-Molina, N. Casquero-Modrego, J.Y. Suk. (2022). The impact of peer learning on student performance in an architectural sustainability course, Int. J. Sustain. High Educ. 23 (1): 159–176. doi: 10.1108/IJSHE-03-2021-0112
Nazari., K. (2021). The Impact of Reverse Education Method on Risk on Self -Self -Advancement and Successful Successful During the Episode of Kavov 19. Journal of Teacher Training. 9 (2): 1-22. [In Persian]. SID: jtt-2021-9-2-001.
Narmiani, M., Karimi, M., & Soltani, A. (2018). “The relationship between dimensions of self-directed learning and academic achievement in high school students.” Journal of Research in Educational Psychology, 9(4), 112–125. . [In Persian]. (SID): fa2018-JREDP-9-4-112
Ranjbar, H. (2021). “The necessity of student-centered and self-directed learning in the context of COVID-19 pandemic: A systematic review.” Journal of Educational Research and Pedagogy, 12(1), 45–58. . [In Persian]. (SID): fa2021-JERP-12-1-45
Özdemir, A. Z., & Toker, Z. (2025). Analysis of distractors in mathematics questions and their potential to lead misconceptions. Thinking Skills and Creativity56, 101730. DOI: 10.1016/j.tsc.2024.101730
Orji, T. C., & Ogbuanya, T. C. (2018). Assessing the effectiveness of problem-based and lecture-based learning environments on students’ achievements in electronic works. International Journal of Electrical Engineering Education, 55(4), 334–353. [DOI: 10.1177/0020720918773983]
Servant-Miklos, V. & Noordegraaf-Eelens. L. (2021). Toward social-transformative education: An ontological critique of self-directed learning. Critical Studies in Education, 62(2): 147-163. Doi: 10.1080/17508487.2019.1682876
Saha, S., Roy, H. (2019). Students’ perception on ‘doughnut rounds’ in self-directed learning of anatomy. International Journal of Scientific Research. 8(12): 56-7. https://pubmed.ncbi.nlm.nih.gov/36524180/
Tekkol, I. A. Demirel, M. (2018). An Investigation of Self-Directed Learning Skills of Undergraduate Students. Frontiers in Psychology. 9(2): 1–14. DOI: 10.3389/fpsyg.2018.02324
Tsiganova, L. V., Zubkova, Y. V., Bystrova, N. V., Kutepova, L. I., & Kutepov, M. M. (2021). Game technologies as a means of increasing the educational motivation of university students. Propositos y representaciones, 9(1), 54. DOI: 10.20511/pyr2021.v9n1.54
UNESCO (2023). What you need to know about education for sustainable development. https://www.unesco.org/en/education-sustainable-development/need-know
Zainuddin, Z. Habiburrahim, H. Muluk, S. Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics. 8(3): 678- 690. DOI: 10.17509/ijal.v8i3.15267
Zainuddin, Z. Perera, C. J. (2018). Supporting students’ self-directed learning in the flipped classroom through the LMS TES Blend Space. On the Horizon. 26(4): 281-290. DOI: 10.1108/OTH-04-2017-0016