1- Islamic Azad University, Zanjan Branch, Zanjan, Iran
Abstract: (961 Views)
Background & Objective: Learning disability is a persistent problem that is also seen in higher education and only changes its form. Learning disabilities is a group of neurodevelopmental disorders that begin in childhood and have neurological and functional changes. Symptoms of these disorders can persist throughout life and cause major disabilities at work, school and personal life. Also, these disorders may affect how the symptoms of a number of mental illnesses start and spread. Despite the significant number of diagnostic tools for assessing childhood learning disabilities, the availability of validated methods for the adult population is considerably limited. Social and emotional problems are very significant in adults with learning disabilities. Most of these people, even if they are successful adults, have unpleasant memories of their childhood and especially their school days. This condition causes them to feel mostly angry and frustrated and eventually progress to anxiety and worry. Therefore, in most cases, they can not perform their life and educational duties properly and postpone their work. The aim of this study was to Explain the Relationship between Critical Thinking and Deep Learning with intrinsic Interest in Students.
Methods: The method of this research was descriptive-correlation based on the path analysis model method. The statistical population of the study included all undergraduate students of islamic azad university of karaj branch in the academic year of 2019-2020 in the number of 3512 people, from which 400 people were selected by stratified random sampling method. In order to collect the required data, the following questionnaires were used: Fasion and Fasion (1990) critical thinking questionnaire: This questionnaire has 34 items. Facion & Facion have reported the reliability of this test between 78% using the koder richardson 20 formula. Mottaki & et al reported the reliability of this questionnaire using cronbach's alpha coefficient of 76%. Biggs in-depth learning questionnaire (2001): This questionnaire has 20 items Biggs & et al calculated the reliability of the questionnaire through cronbach's alpha coefficient of 73%. In Rezaei research, the reliability of this questionnaire using cronbach's alpha method was 0.70. Pintrich and Diegruth intrinsic interest questionnaire (1990): This questionnaire has 20 items. Pintrich and Digrut calculated the reliability of the instrument using cronbach's alpha coefficient of 77 percent. Also, Samavi and Najarpoorian reported its reliability with the 72% retest method. To analyze the data, the path analysis model was used using Spss24 and Amos23 software at a significance level of 0.05.
Results: The findings showed that the mean age of students was 23 ± 5.39 years. 258 (64.50%) were female and 142 (35.50%) were male. 317 people (79.25%) were indigenous and 83 people (20.75%) were non-indigenous. The results also showed the relationship between critical thinking and intrinsic interest (β= 0.229, p= 0.001), the relationship between intrinsic interest and deep learning (β= 0.236, p= 0.001), the relationship between critical thinking and deep learning. (β= 0.326, p= 0.001) was significant. On the other hand, the results of Bootstrap related to the significant study show the general indirect relationship between critical thinking and in-depth learning and the specific effects of the mediating variable. Other results of this study indicate that the upper and lower limits of the indirect relationship between critical thinking through intrinsic interest and in-depth learning do not include zero, and the coefficients obtained are located in this distance. Bootstrap results show that the indirect path is significant, that is, intrinsic interest mediates between critical thinking and deep learning.
Conclusion: Based on the findings of this study, it can be concluded that learning disabilities can persist throughout life and cause major disabilities in work, school and personal life of students. Lack of critical thinking is one of the problems that can be seen in students with learning disabilities. One of the signs of students' reflexive thinking is deep learning. On the other hand, one of the variables that has a decisive relationship with deep learning is students' intrinsic interest in learning. To model critical thinking, the variables of deep learning and students' intrinsic interest can be studied.
Methods: The method of this research was descriptive-correlation based on the path analysis model method. The statistical population of the study included all undergraduate students of islamic azad university of karaj branch in the academic year of 2019-2020 in the number of 3512 people, from which 400 people were selected by stratified random sampling method. In order to collect the required data, the following questionnaires were used: Fasion and Fasion (1990) critical thinking questionnaire: This questionnaire has 34 items. Facion & Facion have reported the reliability of this test between 78% using the koder richardson 20 formula. Mottaki & et al reported the reliability of this questionnaire using cronbach's alpha coefficient of 76%. Biggs in-depth learning questionnaire (2001): This questionnaire has 20 items Biggs & et al calculated the reliability of the questionnaire through cronbach's alpha coefficient of 73%. In Rezaei research, the reliability of this questionnaire using cronbach's alpha method was 0.70. Pintrich and Diegruth intrinsic interest questionnaire (1990): This questionnaire has 20 items. Pintrich and Digrut calculated the reliability of the instrument using cronbach's alpha coefficient of 77 percent. Also, Samavi and Najarpoorian reported its reliability with the 72% retest method. To analyze the data, the path analysis model was used using Spss24 and Amos23 software at a significance level of 0.05.
Results: The findings showed that the mean age of students was 23 ± 5.39 years. 258 (64.50%) were female and 142 (35.50%) were male. 317 people (79.25%) were indigenous and 83 people (20.75%) were non-indigenous. The results also showed the relationship between critical thinking and intrinsic interest (β= 0.229, p= 0.001), the relationship between intrinsic interest and deep learning (β= 0.236, p= 0.001), the relationship between critical thinking and deep learning. (β= 0.326, p= 0.001) was significant. On the other hand, the results of Bootstrap related to the significant study show the general indirect relationship between critical thinking and in-depth learning and the specific effects of the mediating variable. Other results of this study indicate that the upper and lower limits of the indirect relationship between critical thinking through intrinsic interest and in-depth learning do not include zero, and the coefficients obtained are located in this distance. Bootstrap results show that the indirect path is significant, that is, intrinsic interest mediates between critical thinking and deep learning.
Conclusion: Based on the findings of this study, it can be concluded that learning disabilities can persist throughout life and cause major disabilities in work, school and personal life of students. Lack of critical thinking is one of the problems that can be seen in students with learning disabilities. One of the signs of students' reflexive thinking is deep learning. On the other hand, one of the variables that has a decisive relationship with deep learning is students' intrinsic interest in learning. To model critical thinking, the variables of deep learning and students' intrinsic interest can be studied.
Type of Study: Original Research Article |
Subject:
Psychology
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
