Modeling Learning Approaches of Agriculture Students, in Two Cultural Contexts
سال انتشار: 1396
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 49
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شناسه ملی سند علمی:
JR_UPAEI-6-1_010
تاریخ نمایه سازی: 12 شهریور 1402
چکیده مقاله:
This study aimed to investigate and model psychological factors influencing learning approaches of agriculture students. A sample of ۸۹ agricultural students from Tehran University (Iran) and ۸۵ agricultural students from Flemish university (Belgium) participated in this study. Data were collected via a questionnaire and after that, descriptive and inferential statistics were applied for data analysis, using SPSS/v۱۶.۰. Our study revealed that both similarities and differences can be observed on the psychological characteristics of agricultural students in different cultural contexts. The findings showed that there were significant differences between the two groups (Iranian and Flemish students) on deep learning. So, the finding confirmed that learning approaches were context dependent. In this study, achievement motivation has been taken as a mediator between psychological factors and learning approaches in each cultural context. According to the findings in the Iranian and Flemish context, the most psychological dominant determinant for deep learning was self-efficacy beliefs and extroversion, respectively. For both groups, extrinsic motivation and intrinsic motivation had positive effects on surface learning and deep learning, respectively. Also, the two motivations showed negative effects on deep learning and surface learning, respectively. According to the findings, recommendations were put forth.
کلیدواژه ها:
نویسندگان
M. Pouratashi
Department of Agricultural Extension and Education, University of Tehran, Iran
H. Movahed Mohammadi
Department of Agricultural Extension and Education, University of Tehran, Iran
A. Rezvanfar
Department of Agricultural Extension and Education, University of Tehran, Iran
S.M. Hosseini
Department of Agricultural Extension and Education, University of Tehran, Iran
Ch. Zhu
Department of Educational Sciences, Vrije Universiteit Brussel, Belgium
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