هدف: هدف پژوهش: هدف این پژوهش تعیین رابطه توسعه تجربه یادگیری از طریق مشارکت کلاسی با مقوله خود مهارگری و بهزیستی ذهنی دانشجویان علم اطلاعات و دانش شناسی دانشگاه رازی است.
روش شناسی: پژوهش حاضر از نوع کاربردی و به روش پیمایشی انجام شده است. جامعه آماری شامل دانشجویان کارشناسی و کارشناسی ارشد علم اطلاعات و دانششناسی دانشگاه رازی در سال تحصیلی 96-1395 است که در مجموع 120 نفر است. حجم نمونه با استفاده از فرمول کوکران 92 نفر تعیین شد. برای گردآوری دادهها از دو پرسشنامه سنجش توسعه یادگیری از طریق مشارکت کلاسی مجید (2010) و سنجش وضعیت خودمهارگری و بهزیستی ذهنی تانگنی و همکاران (2004)، در مقیاس پنج گزینهای است. تجزیه و تحلیل دادههای پژوهش با استفاده آمار توصیفی و آمار استنباطی و با کمک نرم افزار آماری اسپیاساس انجام شده است.
یافته ها: یافتههای پژوهش نشان داد که میانگین خودمهارگری و بهزیستی ذهنی دانشجویان علم اطلاعات و دانششناسی از دیدگاه دانشجویان مورد بررسی، بیش از متوسط و در وضعیت مطلوبی است. بیشترین میانگین مربوط بهزیستی ذهنی (17/4) و کمترین میانگین، مربوط به خودمهارگری (85/3) است. همچنین میانگین یادگیری از طریق مشارکت کلاسی و ابعاد آن (47/3)، از دیدگاه دانشجویان مورد بررسی، در سطح مطلوبی است. به طورکلی، نتایج نشان داد که بین مولفههای یادگیری از طریق مشارکت و خودمهارگری و بهزیستی ذهنی رابطه مثبت معناداری وجود دارد.
نتیجه گیری: دانشجویانی که در فرایند یادگیری فعال هستند و مشارکت دارند نسبت به دانشجویان دیگر احساس آرامش خاطر، رضایتمندی و مسئولیتپذیری بیشتر نسبت به کلاس و درس دارند، لذا همین امر موجب افزایش سطح مهارتهای اجتماعی از جمله سازگاری و خوشنودی در دانشجویان خواهد شد. بنابراین، تلاش برای برنامهریزیهای آموزشی جهت فراهم آوردن شرایط مناسب در کلاس جهت ارائه نظرات و بحثهای گروهی به منظور ایجاد محیطی دوستانه و رضایتبخش جهت تسهیم دانش در بین دانشجویان در محیط کلاس و بیرون از کلاس پیشنهاد میگردد.
عنوان مقاله [English]
Study of the relationship between the development of learning experience through class participation with self-control and mental well-being among students of knowledge and information science
Background and Objectives: One of the topics that has attracted the attention of many educators in recent decades is cooperative learning and ways to promote it among learners. Cooperative learning has been used in a variety of fields, from science to education and from business to medicine. And it has been determined that this area is of interest to researchers (Nausheen, Alvi and Munir 2013). In this study, we examined the Self-control and mental well-being of knowledge and information science students (future librarians), to understand how to effect their participation in learning and teaching them and enhance their ability to improve their performance? And is there any significant relationship between the above features of knowledge and information science students in the development of learning and teaching through participation? Students who are more compatible and with a sense of satisfaction in the community, are more active in the class or with their friends? Are the Cooperative learning environment effects in increasing the level of compatibility, satisfaction and happiness of students? Will self- control and well-being enable the student to try to learn more?
The results of this study can help university officials and academic instructors by discovering students' perceptions of class participation and, as well as identifying and eliminating factors that hinder their participation in the classroom. And also, according to the benefits of learning development through partnerships and motivational factors that may improve their classroom participation, so the level of learning in students upgraded. Therefore, the main purpose of this study is to determine the relationship between the development of learning experience through class participation and self-control and well-being of students of knowledge and information science of Razi University.
Methodology: The present study is a correlation type and conducted in a survey method. The statistical population of the study consisted of all undergraduate and postgraduate students of knowledge and information science in Razi University in the academic year 2016-2017, a total of 120 people. The sample size was 92 according to the Cochran formula. But, for the sake of more precision and considering this fact that the size of the sample size is closer to to the research population, the results are more accurate and generalizable to the whole research population. To collect data, using simple random sampling method, 110 questionnaires were distributed among students. Of these distributed questionnaires, 100 questionnaires were returned and analyzed. Two standard questionnaires were used to collect data. The first questionnaire to measure the development of learning through the participation of students was from Shahin Majid (2010), which contains 54 questions of five options. The second questionnaire was to measure the self-control and student's well-being status, which was designed by Tangji et al. (2004). It contains 41 questions of five options. Data were analysized using descriptive and inferential statistics with the SPSS software.
Findings: Analyzing the data of this research, the findings show that the mean of self-control and well-being from the point of view of students of knowledge and information science is higher than average and in good condition. The highest mean for welfare status (4.7) and the lowest mean was related to self-control (3.85). From the perspective of the sample examined, the status of learning development through classroom participation and its dimensions were more than average and at the optimal level. The highest mean was for the effect of linguistic ability and class participation (4.18) and the lowest mean was related to barriers of participation in the classroom (2.84).
Correlation coefficient between learning through class participation and self-control of students of knowledge and information science of Razi University showed, between cooperative learning and self-control of students, there is a significant relationship. In other words, self-awareness and informed choices can increase student learning. maybe the reason for this relationship is explained so that self-management using appropriate strategies and build confidence, as well as through the control of negative internal emotions like students stress and anxiety, help them adapt and coordinate calmly with the environment, and show more willing to participate in group activities, that would make it rise participation in discussions and the process of learning and teaching in the classroom and thus increase the level of learning in the students. There is a significance relationship among dimensions of the reasons for participation, benefits of participation, nature of the lesson, understanding participation by classmates and class combination with student’s self-control. In explaining this, we can say that students with higher self-control due to greater environmental compatibility by listening, taking note, observation, participation and questions and answers by their classmate, raise their level of knowledge and learning. Correlation coefficient between learning development through class participation and well-being of students of knowledge and information science at Razi University showed that there is a significant positive relationship between cooperative learning and well-being of students. In other words, perhaps it could be explained that students with a higher level of well-being, because of positive emotional feelings and sense of satisfaction with their circumstances, do more flexible behaviors, are more relaxed and consequently, they communicate more easily and participate more actively in the classroom. So, this leads to the development of their learning and academic achievement.
Discussion: Students who are involved in learning process are more comfortable, more satisfied and more responsible in classroom, So, this will increase the level of social skills, including compatibility and satisfaction among students. Therefore, effort for educational planning development to provide the appropriate conditions in the classroom for presenting group opinions and discussions in order to create a friendly and satisfactory environment for sharing knowledge between students inside and outside classroom is suggested. According to the results, it is suggested that in universities, the content of the courses is designed based on a group and active presentation method, as well as, the instructors also increase active participation and consequently the level of learning by training and preparing students for class participation.