Razi Journal of Medical Sciences

fa بررسی تأثیر خودکار آمدی پژوهشی بر مهارت‌های فراشناختی در دانشجویان دانشگاه فرهنگیان و علوم پزشکی بابل Investigating the Effect of Automatic Research on Metacognitive Skills in Sudents of Farhangian University of Medical Sciences, Babol روانشناسی بالینی Clinical Psychiatry پژوهشي Research <div style="text-align: justify;">زمینه و هدف: خودکارآمدی پژوهشی عامل مهمی برای موفقیت پژوهشی در دانشجویان تحصیلات تکمیلی و پیگیری اجرای تحقیق است. بر همین اساس، توانمندی انجام یکی از مهارتهای خودکارآمدی پژوهشی مهم و اساسی برای دانشجویان تحصیلات تکمیلی محسوب میشود؛ لذا هدف مطالعه حاضر، بررسی تأثیر خودکار آمدی پژوهشی بر مهارت‌های فراشناختی در دانشجویان دانشگاه فرهنگیان و علوم پزشکی بابل بود. روش کار: این پژوهش  از نظر هدف، کاربردی است که با رویکرد آمیخته (کیفی و کمی) انجام شد. در رویکرد کیفی از روش دلفی و در رویکرد کمی از روش توصیفی از نوع همبستگی استفاده شد. جامعه آماری در بخش کیفی اساتید دانشگاه  فرهنگیان و علوم پزشکی بابل که در زمینه موضوع پژوهش خبره بودند به تعداد 30 نفر از آنان مورد شناسایی قرار گرفت و براساس قانون اشباع به تعداد 10 نفرتعیین و به عنوان نمونه آماری انتخاب شدند. در بخش کمی از نظرات دانشجویان دانشگاه فرهنگیان و علوم پزشکی بابل به تعداد 4431 نفر استفاده شد. در این بخش بر اساس فرمول کوکران تعداد 351 نفر با روش نمونه گیری تصادفی طبقه ای براساس واحد دانشگاهی به عنوان نمونه آماری انتخاب شدند. نظرات جامعه آماری در بخش کمی تحقیق از طریق 2 پرسشنامه خودکارامدی پژوهشی (محقق ساخته) با 66 سوال و 8 بعد، پرسشنامه باورهای فراشناختی با 30 سوال بدست آمد. برای تجزیه و تحلیل دادهها از معادلات ساختاری استفاده شد. یافته‌ها: نتایج نشان داد که رابطه بین خودکارامدی پژوهشی و باورهای فراشناختی از لحاظ آماری معنی‌دار است. مقدار t-value بسیار بالا (708/6) نشان‌دهنده آن است که احتمال این رابطه به صورت تصادفی بسیار کم است و می‌توان با اطمینان بیشتری گفت که خودکارامدی پژوهشی به طور معناداری بر باورهای فراشناختی تأثیر می‌گذارد. به بیان دیگر، افزایش کیفیت و اثربخشی خودکارامدی پژوهشی منجر به بهبود باورهای فراشناختی می‌شود. نتیجه‌گیری: نتایج این پژوهش نشان داد که خودکارآمدی پژوهشی تأثیر مثبتی بر مهارت‌های فراشناختی دانشجویان دارد. این یافته‌ها بیانگر آن است که دانشجویانی که به توانایی‌های خود در انجام فعالیت‌های پژوهشی اعتماد دارند، از مهارت‌های فراشناختی مانند برنامه‌ریزی، ارزیابی، و نظارت بهتر و مؤثرتری استفاده می‌کنند.</div> <div> <table align="left" hspace="0" vspace="0"> <tbody> <tr> <td style="padding: 0in 12px; text-align: justify;" valign="top">Background & Aims: Research self-efficacy is an important factor for research success in postgraduate students and follow-up of research implementation. Self-efficacy is people's estimation of their abilities in the field of performing a specific activity, and this belief greatly affects people's work and activity. Research self-efficacy increases optimal performance in various academic fields, especially research. Also, research self-efficacy includes students' confidence and trust in various research activities. This trust and confidence cover a wide range of research activities from library research to the design, implementation, and completion of practical projects. Research self-efficacy is a criterion for predicting scientific research productions. High self-efficacy increases the quality of scientific achievements, and low self-efficacy causes weak scientific achievements. Research self-efficacy subscales will be a useful tool to improve the topics presented by university professors in the classroom. Students' research self-efficacy shows their confidence in their ability to perform various research activities, from library research to designing and completing scientific projects, and it leads to professional pursuit of research. It should be noted that research self-efficacy is an important factor for research success in postgraduate students and the follow-up of research implementation. Accordingly, the ability to perform research is considered one of the important and basic self-efficacy skills for postgraduate students; therefore, the aim of the present study was to investigate the effect of automatic research on metacognitive skills in students of Farhangian University of Medical Sciences in Babol. Methods: This research is applied in terms of purpose, which was done with a mixed approach (qualitative and quantitative). In the qualitative approach, the Delphi method was used, and in the quantitative approach, the descriptive correlation type method was used. The statistical population was identified in the qualitative department of the professors of Farhangian University of Medical Sciences of Babol, who were experts in the field of the research topic, and 30 of them were identified and based on the saturation law, 10 were determined and selected as a statistical sample. In a small part, the opinions of 4431 students of Farhangian University of Medical Sciences of Babol were used. In this section, based on Cochran's formula, 351 people were selected as a statistical sample using stratified random sampling based on university units. The opinions of the statistical community in the quantitative part of the research were obtained through 2 research self-efficacy questionnaires (made by the researcher) with 66 questions and 8 dimensions, the metacognitive beliefs questionnaire with 30 questions. Structural equations were used to analyze the data. Results: The results showed that the relationship between research self-efficacy and metacognitive beliefs is statistically significant. The very high t-value (6.708) indicates that the probability of this relationship is very low by chance and it can be said with more confidence that research self-efficacy significantly affects metacognitive beliefs. In other words, increasing the quality and effectiveness of research self-efficacy leads to the improvement of metacognitive beliefs. According to this path coefficient and R2 values, it is not possible to say whether this relationship is meaningful or not. For this, it is necessary to check the values of the t statistic between the components of the variables and between two variables, as mentioned in Table 1 and Chart 2. According to graphs 1 and 2 and the path analysis results in Table 1, between the exogenous dependent variable (research self-efficacy) and the endogenous dependent variable (metacognitive beliefs), based on the path coefficients, there is a factor load of 0.376, also Because the t-value (6.708) is outside the range (2.58 and -2.58). Because the t-value is outside the critical range (-2.58 and 2.58), this means that the relationship between research self-efficacy and metacognitive beliefs is statistically significant. The very high t-value (6.708) indicates that the probability of this relationship is very low by chance and it can be said with more confidence that research self-efficacy significantly affects metacognitive beliefs. In other words, increasing the quality and effectiveness of research self-efficacy leads to the improvement of metacognitive beliefs. Conclusion: Research self-efficacy may also influence the more effective use of learning strategies. Students with high self-efficacy are usually able to better manage their time, set priorities, and use feedback to improve their research performance. These features are directly related to metacognitive skills and give students a better understanding of their strengths and weaknesses and use them to improve their learning and research. Finally, the results of this study show that strengthening research self-efficacy not only increases students' self-confidence in conducting research activities but also helps improve their metacognitive skills. Universities and educational centers can strengthen these key skills by designing appropriate educational programs and providing practical opportunities for students. These measures can not only increase the quality of student research but also train more responsible and efficient students for the future. The results of this research are consistent with previous studies that show that self-efficacy plays an important role in improving cognitive and metacognitive functions. These findings highlight the importance of strengthening research self-efficacy in educational programs and show that universities should pay special attention to educating students in the field of research skills and increasing their self-confidence in this field. The results of this research showed that research self-efficacy has a positive effect on students' metacognitive skills. These findings indicate that students who have confidence in their abilities to perform research activities use metacognitive skills such as planning, evaluation, and monitoring better and more effectively.</td> </tr> </tbody> </table> </div> <div style="text-align: justify;"></div> خودکار آمدی پژوهشی, مهارت های فراشناختی, دانشگاه فرهنگیان, علوم پزشکی بابل Research Autonomy, Metacognitive Skills, Farhangian University, Babol Medical Sciences 406 415 http://rjms.iums.ac.ir/browse.php?a_code=A-10-8104-1&slc_lang=fa&sid=1 Maede Khanalipour Roodi مائده خانعلی پور رودی 3900319475328460083176 0009-0005-0255-0695 No PhD student of Educational Administration, Babol Branch, Islamic Azad University, Babol, Iran. دانشجوی دکتری مدیریت آموزشی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران. Babak Hosseinzadeh بابک حسین زاده hosseinzadeh2002@gmail.com 3900319475328460083177 3900319475328460083177 Yes Assistant Professor, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran استادیار، گروه علوم تربیتی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران، Sayede Zahra Hosseini Daron Kolai سیده زهرا حسینی درون کلائی 3900319475328460083178 3900319475328460083178 No Assistant Professor, Department of Educational Sciences, Babol Branch, Islamic Azad University, Babol, Iran. استادیار، گروه علوم تربیتی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران.