فصلنامه علمی کارافن

فصلنامه علمی کارافن

تدوین مدل خودانگیختگی یادگیری طراحی بر اساس دانش شناختی و سبک پردازش اطلاعات با نقش میانجی نگرش به معماری

نوع مقاله : مقاله پژوهشی (نظری)

نویسنده
استادیار گروه معماری، دانشکده هنر و معماری، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران.
چکیده
راهبردهای خودانگیختگی، به عنوان یکی از اصلی­ترین مؤلفه­های اثرگذار بر یادگیری، می­تواند متأثر از دانش شناختی و سبک پردازش اطلاعات باشد. هدف پژوهش حاضر تدوین مدل خودانگیختگی یادگیری در کارگاه طراحی بر­اساس دانش شناختی و سبک پردازش اطلاعات با نقش میانجی نگرش به معماری است. سئوال اصلی در پژوهش حاضر، چگونگی پیش­بینی خودانگیختگی در یادگیری طراحی براساس دانش شناختی و سبک پردازش اطلاعات با نقش میانجی نگرش به معماری دانشجویان بود. طرح پژوهش از نوع همبستگی در قالب مدل معادلات ساختاری است. جامعۀ آماری شامل کلیۀ دانشجویان معماری دانشگاه­های کرمانشاه در سال تحصیلی1402-1401بود. 486 دانشجو به­عنوان نمونه به­صورت هدفمند و در دسترس با توجه به طرح پژوهش انتخاب شدند. جمع­آوری اطلاعات با کمک پرسش‌نامه­های خودانگیختگی یادگیری، توانایی شناختی، سبک پردازش شناختی و پرسش‌نامه نگرش به رشته معماری انجام شد. جهت تحلیل داده­ها از مدل­یابی معادلات ساختاری استفاده شد. نتایج یافته­ها نشان داد که مدل رابطه سبک­های پردازش اطلاعات و دانش شناختی با یادگیری خودانگیخته و میانجی­گری نگرش به رشته تحصیلی برازش خوبی داشته و سبک­های پردازش اطلاعات و دانش شناختی توان پیش­بینی خودانگیختگی در یادگیری را دارند. همچنین نتایج نشان داد که سبک تجربی پردازش اطلاعات با نگرش به رشتۀ تحصیلی رابطه منفی و معنادار دارد ولی سبک تجربی پردازش اطلاعات با یادگیری خودانگیخته رابطه معناداری وجود ندارد.
کلیدواژه‌ها
موضوعات

عنوان مقاله English

Development of a Model of Self-motivated Learning in Design Based on Cognitive Knowledge and Information Processing Style with a Mediating Role of Attitude to Architecture

نویسنده English

Farhad Karvan
Assistant Professor, Department of Architecture, Faculty of Arts and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran.
چکیده English

Self-motivated strategies, as one of the main components affecting learning, can be affected by cognitive knowledge and information processing style. The current research aimed to compile a model of self-motivated learning in a design workshop based on cognitive knowledge and information processing style with the mediating role of attitude towards architecture. The current research sought to answer the main question of how to predict self-motivation in design learning based on cognitive knowledge and information processing style with the mediating role of students' attitudes towards architecture in the design workshop. This research was of correlational type in the form of a structural equation model. The statistical population of this research included all architecture students of Kermanshah universities in the academic year of 2022-2023. 486 students were selected as a sample in a purposeful and available manner according to the research plan. Data collection was carried out with the help of questionnaires on learning spontaneity, cognitive ability, cognitive processing style and attitude questionnaire towards the field of architecture. Structural equation modelling was used to analyze the data. The results of the findings showed that the model of the relationship between information processing styles and cognitive knowledge with self-motivated learning and the mediation of attitude towards the field of study is a good fit, and information processing styles and cognitive knowledge can predict spontaneity in learning. Furthermore, the results showed that the experimental style of information processing has a negative and significant relationship with the attitude towards the field of study.

کلیدواژه‌ها English

Self
motivated Cognitive Knowledge Information Processing Style Design Attitude to Architecture Design Learning
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دوره 21، شماره 4
کشاورزی / هنر و معماری
زمستان 1403
صفحه 227-249

  • تاریخ دریافت 29 شهریور 1402
  • تاریخ بازنگری 21 دی 1402
  • تاریخ پذیرش 23 بهمن 1402