رابطه بین سواد رسانه‌ای با مهارت حل مسئله و تفکر انتقادی دانشجویان دانشگاه تبریز

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

2 دانشجوی کارشناسی ارشد، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

چکیده

هدف: هدف پژوهش حاضر، تعیین رابطه بین سواد رسانه‌ای با مهارت‌های حل مسئله و تفکر انتقادی دانشجویان دانشگاه تبریز است.
روش پژوهش: روش تحقیق پیمایشی، بر اساس هدف تحقیق، کاربردی و از نوع توصیفی- همبستگی است. جامعـة آمـاری ایـن پژوهش را دانشجویان مقطع کارشناسی دانشگاه تبریز در سال تحصیلی 99-98 را تشکیل می‌دهند که تعداد کل آن‌ها 17181 نفر می‌باشد که از بین آن‌ها 380 نفر از طریق فرمول کوکران انتخاب شده اند. به منظور انتخاب شرکت‌کنندگان در پژوهش از روش نمونه‌گیـری خوشـه‌ای تصـادفـی استفاده شده است. در این پژوهش به منظور بررسی فرضیه‌های مطرح شده و جمع‌آوری اطلاعات مورد نیاز از ابزار حل مسئله هپنر و پیترسون (1982)، برای اندازه‌گیری سواد رسانه‌ای از پرسشنامه پاتر (1391)؛ به نقل از فلسفی، (1391) و برای سنجش گرایش‌های تفکر انتقادی، از مقیاس تفکر انتقادی کالیفرنیا (فاسیونه و فاسیونه، 1992) استفاده شده است. اطلاعات تحقیق از طریق نرم افزار spss تجزیه و تحلیل شده است.
یافته‌ها: بر اساس نتایج تحقیق، بین سواد رسانه‌ای با متغیرهای مهارت‌های حل مسئله، تفکر انتقادی و سن رابطه معنی‌داری وجود دارد. بین جنس و سواد رسانه‌ای تفاوت معنی‌داری وجود دارد و میزان سواد رسانه‌ای در بیین دانشجویان دختر بالاتر از دانشجویان پسر است. بین رشته تحصیلی، وضعیت تاهل و محل سکونت تفاوت معنی‌داری وجود ندارد. براساس تحلیل رگرسیون، ضریب همبستگی چندگانه بین متغیرها 0/523 برآورد شده است، مقدار ضریب تبیین برابر با 0/389 و ضریب تبیین تصحیح شده 0/355 می‌باشد. بدین معنا که 35/5 درصد از کل تغییرات متغیر سواد رسانه‌ای به‌ وسیله 5 متغیر باقی‌مانده در مدل رگرسیونی که شامل متغیرهای جنس، سن، وضعیت تاهل، تفکر انتقادی و مهارت حل مسئله می‌باشد، تبیین می‌شود. 
نتیجه‌گیری: با توجه به یافته‌های بدست آمده می‌توان با آموزش سواد رسانه‌ای مهارت حل مساله و تفکر انتقادی را در دانشجویان افزایش داد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Relationship between Media Literacy and Problem-Solving Skills and Critical Thinking of Tabriz University Students

نویسندگان [English]

  • Ali Imanzadeh 1
  • Hossein Dehghanzadeh 1
  • Hadis Nouri 2
  • Seyyed Mohsen Hosseinzadeh 2
1 Associate Professor, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
2 MSc student, Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
چکیده [English]

Objective: the overall goal is to determine the relationship between media literacy and problem-solving skills and critical thinking of Tabriz University students.
Method: The research research method is applied and descriptive - correlation based on the purpose of the research. the statistical population of this research consists of undergraduate students of Tabriz University in the academic year of 2019-2020. the total number is 17181 people, of which 380 people have been selected through the Cochran's formula. in order to select the participants in the study, random cluster sampling method was used. In this study, in order to investigate the hypotheses and collect the required information from. Heppner & Petersen (1982) problem solving tools, to measure media literacy from the Potter Questionnaire (2012); According to Philosophy, (2012) and to measure the tendencies of critical thinking, the California Critical Thinking Scale has been used (Fassione and Fascione, 1992). the research information was analyzed through SPSS software.
Results: according to the research results, there is a significant relationship between media literacy with the variables of problem-solving skills, critical thinking and age. There is a significant difference between gender and media literacy and the rate of media literacy among female students is higher than male students. there is no significant difference between field of study, marital status and place of residence. based on regression analysis, the multiple correlation coefficient between the variables is estimated to be 0.523. The value of the explanation coefficient is equal to 0.389 and the corrected coefficient of explanation is 0.355. this means that 35.5% of the total changes in the media literacy variable are explained by the remaining 5 variables in the regression model, which include the variables of gender, age, marital status, critical thinking and problem-solving skills.
Conclusions: Based on the findings, media literacy education can enhance problem-solving skills and critical thinking in students.

کلیدواژه‌ها [English]

  • critical thinking
  • media literacy
  • problem solving skills
  • Tabriz University students
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  • تاریخ دریافت: 01 آبان 1402
  • تاریخ بازنگری: 14 آذر 1402
  • تاریخ پذیرش: 23 آذر 1402
  • تاریخ اولین انتشار: 01 آذر 1404
  • تاریخ انتشار: 01 آذر 1404