رابطه خودپنداره تحصیلی و ساختار کلاس با تفکر انتقادی در دانشجویان پزشکی دانشگاه علوم پزشکی سبزوار

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانش آموخته کارشناسی ارشد مدیریت آموزشی، گروه علوم تربیتی، دانشگاه آزاد اسلامی واحد سبزوار، سبزوار، ایران

2 استادیار گروه علوم تربیتی دانشگاه آزاد اسلامی واحد سبزوار، سبزوار، ایران

چکیده

زمینه و هدف: تفکر انتقادی، زمینه ایجاد مهارت فهم و ارزیابی دانش جدید را برای فراگیران فراهم می­کند که با عوامل گوناگونی از جمله خودپنداره تحصیلی و ساختار کلاس ارتباط پیدا می­کند. بر این اساس، پژوهش حاضر با هدف بررسی رابطه خودپنداره تحصیلی و ساختار کلاس با تفکر انتقادی در دانشجویان رشته پزشکی دانشگاه علوم پزشکی سبزوار انجام شد.
مواد و روش­ها: پژوهش حاضر، توصیفی از نوع همبستگی بود. جامعه آماری را تمامی دانشجویان رشته پزشکی دانشگاه علوم پزشکی سبزوار به تعداد 250 نفر تشکیل دادند که تعداد 148 نفر براساس فرمول کوکران و به روش تصادفی نظام­دار به­عنوان نمونه انتخاب شدند. داده‌های موردنیاز با استفاده از پرسش‌نامه‌های استاندارد تفکر انتقادی، خودپنداره تحصیلی و ساختار کلاس جمع‌آوری شد و با روش‌های آماری همبستگی پیرسون و تحلیل رگرسیون با کمک نرم‌افزار SPSS20 تجزیه‌وتحلیل شد.
یافته‌ها: نتایج نشان داد که بین متغیرهای خودپندارة تحصیلی و تفکر انتقادی رابطة مثبت و معنادار وجود دارد ( p≤0 /001و r=0/519) و این متغیر 25/4 درصد تغییرات تفکر انتقادی دانشجویان را تبیین می­کند. همچنین یافته­ها حاکی از آن است که متغیرهای ساختار کلاس و تفکر انتقادی رابطه مثبت و معنادار دارند
(r=0/628 ;p≤0 /001)و توانسته است 22/4 درصد تغییرات تفکر انتقادی دانشجویان را تبیین کند.
نتیجه­گیری: خودپنداره تحصیلی و ساختار کلاس، در رشد تفکر انتقادی دانشجویان نقش دارد و این امر می­تواند موفقیت تحصیلی دانشجویان را سبب شود؛ بنابراین، با افزایش سطح خودپنداره تحصیلی و بهبود ساختار کلاس می­توان زمینه رشد تفکر انتقادی دانشجویان را فراهم ساخت.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Relationship between Academic Self-Concept and Classroom Structure with critical Thinking in Medical Students of Sabzevar University of Medical Sciences

نویسندگان [English]

  • Nasrin Mirchooli 1
  • Ali mohammad Naemi 2
1 MSc of Educational Management, Department of Educational Sciences, Islamic Azad University, Sabzevar Branch, Sabzevar, Iran
2 Assistant Professor, Ph.D. of Educational Science, Department of Educational Science, Sabzevar branch, Islamic Azad University, Sabzevar, Iran
چکیده [English]

Introduction: Contemporary scholars believe that critical thinking provides the learner with the ability to understand and evaluate new knowledge, which relates to a variety of extrinsic factors, including academic self-concept and classroom structure. Accordingly, the present study aimed to investigate the relationship between academic self-concept and classroom structure with critical thinking in medical students of Sabzevar University of Medical Sciences.
Materials and Methods: The present study was a descriptive correlational study. The population of this study included all medical students of Sabzevar University of Medical Sciences in 2018-19 was 250 people. A total of 148 people were selected by systematic random sampling. The required data were collected using standard questionnaires of critical thinking, academic Self-Concept and Classroom Structure. Descriptive statistics, Pearson correlation and regression analysis with SPSS20.
Results: The results showed that there is a positive and significant relationship between the variables of academic self-concept and critical thinking (r = 0.519; p≤0.001) and this variable explains 25.4% of changes in students' critical thinking. Also, the research findings indicate that there is a positive and significant relationship between the variables of class structure and critical thinking (r = 0.628; p≤0.001) and this variable is able to explain 22.4% of changes in students' critical thinking.
Conclusion: Academic self-concept and classroom structure play a role in the development of students 'critical thinking, and can lead to students' academic success. Thus, with increasing levels of academic self-concept and improve the structure of the classroom can provide them develop critical thinking.

کلیدواژه‌ها [English]

  • Academic Self-Concept
  • Classroom Structure
  • Critical Thinking
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دوره 28، شماره 5
آذر و دی 1400
صفحه 790-800
  • تاریخ دریافت: 24 آذر 1399
  • تاریخ بازنگری: 30 فروردین 1400
  • تاریخ پذیرش: 30 فروردین 1400
  • تاریخ اولین انتشار: 17 مهر 1400