نقش واسطه‌گری کارکردهای اجرایی در رابطة بین آمادگی یادگیری الکترونیک و عملکرد تحصیلی در زمان شیوع ویروس کرونا

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

2 استادیار، گروه روان‌شناسی، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

3 دکتری روان‌شناسی تربیتی، گروه روان‌شناسی تربیتی و مشاوره، دانشکدۀ روان‌شناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.

چکیده

پژوهش حاضر با هدف بررسی رابطۀ آمادگی یادگیری الکترونیک و عملکرد تحصیلی دانش‌آموزان و نقش واسطه‌گری کارکردهای اجرایی در زمان شیوع ویروس کرونا، انجام شد. روش پژوهش توصیفی-همبستگی از نوع تحلیل مسیر بود؛ بدین صورت که از جامعۀ آماری دانش‌آموزان مدارس متوسطه شهر تهران، پنج مدرسۀ دوره‌های متوسطۀ اول و دوم (کلاس‌های هفتم تا دوازدهم) پسرانۀ شهر تهران از مناطق 1، 3، 4، 6 و 12، 100 نفر به شیوۀ تصادفی با نمونه‌گیری خوشه‌ای دردسترس انتخاب شدند. آن‌ها به پرسشنامه‌های آمادگی یادگیری الکترونیکی واتکین (WER) و کارکردهای اجرایی بارکلی (BDEFS) به‌صورت آنلاین پاسخ دادند و نیز معدل خود را به‌عنوان معیار عملکرد تحصیلی در پرسشنامه ذکر کردند. از این تعداد، 93 پرسشنامه به‌صورت کامل قابلیت تحلیل آماری داشتند که با استفاده از روش همبستگی و تحلیل مسیر در نرم‌افزارهای SPSS نسخۀ 27 و لیزرل به‌منظور بررسی نقش واسطه‌گری بررسی شدند. نتایج تحلیل مسیل و بررسی رابطه‌ها نشان می‌دهد که بین آمادگی یادگیری الکترونیک و عملکرد تحصیلی رابطه وجود دارد و کارکردهای اجرایی دانش‌آموزان می‌توانند نقش واسطه‌گری ایفا کنند و درصد بیشتری از واریانس عملکرد تحصیلی را پیش‌بینی کنند. براساس نتایج می‌توان گفت که هرچقدر افراد آمادگی یادگیری الکترونیک بیشتری داشته باشند و در مؤلفه‌های کارکرد اجرایی قوی‌تر باشند، عملکرد تحصیلی بهتری را می‌توان از آن‌ها انتظار داشت؛ بنابراین بهتر است در برنامۀ پیشرفت تحصیلی الکترونیک دانش‌آموزان، به غیر از تأکید بر آمادگی یادگیری الکترونیک آن‌ها، مؤلفه‌های کارکرد اجرایی را در برنامه‌های آموزشی در نظر گرفت.

کلیدواژه‌ها

عنوان مقاله [English]

The Mediating Role of Executive Functions in the Relationship Between E-Learning Readiness and Academic Performance During the COVID-19 Pandemic

نویسندگان [English]

  • Seyed Shahrouz Mirhosseini 1
  • Fateme Dehghani-Arani 2
  • Razieh safarifard 3
1 Department of Psychology, Faculty of Psychology and Educational Science, University of Tehran, Tehran, Iran.
2 Department of Psychology, Faculty of Psychology & Educational Science, University of Tehran, Tehran, Iran.
3 Department of Educational Psychology and Counselling, Faculty of psychology & Educational Science, University of Tehran, Tehran, Iran.
چکیده [English]

The purpose of the present study was to investigate the relationship between students’ academic performance and their preparedness for e-learning, with executive functions serving as a mediator. Path analysis and descriptive-correlational methods comprised the research design during the COVID-19 pandemic. One hundred male students in grades 7-12 from five high schools in Tehran (districts 12, 4, 3, 1, 6) were selected using cluster random sampling to complete the online versions of the Watkins E-Learning Readiness (WER) questionnaire, Barkley Deficits in Executive Functioning Scale (BDEFS), and self-reported GPA to assess academic performance. Among these, 93 questionnaires were completely amenable to analysis. To examine the mediating function of executive functions, SPSS version 27 and LISREL software were utilized. A significant relationship exists between e-learning readiness and academic performance, and executive functions can mediate this relationship and predict a greater proportion of the variance in academic performance, according to the results of the analysis and examination of the relationships. Based on the results, it is possible to conclude that academic performance is anticipated to be higher among those with greater e-learning readiness and stronger executive functioning components. Therefore in addition to emphasizing e-learning proficiency, it is recommended that educational programs for e-learning progress incorporate components of executive functioning.

کلیدواژه‌ها [English]

  • Academic Performance
  • COVID-19 Pandemic
  • E-Learning readiness
  • Executive Functions
  • High school students

مراجع

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فصل‌نامه پژوهش‌های کاربردی روانشناختی
دوره 14، شماره 3
1402
صفحه 105-119

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