سطح انگیزه دانشجویان کارشناسی علم اطلاعات و دانش‌شناسی بر اساس نظریه خودتعیین‌گری و رابطه آن با رضایتمندی از رشته تحصیلی

نوع مقاله : مروری

نویسندگان

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

2 استاد، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

3 کارشناس ارشد علم اطلاعات و دانش‌شناسی، گروه علم اطلاعات و دانش‏شناسی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه تبریز، تبریز، ایران

10.22034/lbcij.2026.70533.1342

چکیده

هدف: هدف این پژوهش تعیین سطح انگیزش در میان دانشجویان رشته علم اطلاعات و دانش‌شناسی و بررسی رابطه آن با میزان رضایت آنان از رشته تحصیلی‌شان بود.
روش پژوهش: این پژوهش از نوع کاربردی بوده و از حیث گردآوری داده‌ها، پیمایشی بود. جامعه پژوهش، دانشجویان کارشناسی رشته علم اطلاعات و دانش‌شناسی از دانشگاه‌های زیر نظر وزارت علوم، تحقیقات و فناوری ایران بودند که در نیم‌سال دوم سال تحصیلی 1402-1403 مشغول به تحصیل بودند. از این جامعه، 209 نفر در پژوهش شرکت کردند. داده‌ها از طریق پرسشنامه‌ای دو بخشی گردآوری شد: پرسشنامه سنجش انگیزش تحصیلی سیلوا، رودریگز و لئال (2018) و پرسشنامه رضایتمندی از رشته تحصیلی نائوتا (2007).
یافته‌ها: نتایج نشان داد که انگیزش درونی و بیرونی دانشجویان به‌طور معناداری بالاتر از میانگین فرضی بود، در حالی که سطح بی‌انگیزگی در حد متوسط قرار داشت. همچنین آزمون همبستگی پیرسون نشان داد رابطه‌ای مثبت و معنادار میان انگیزش درونی و بیرونی با رضایت دانشجویان از رشته تحصیلی‌شان وجود دارد. از سویی دیگر، رابطه‌ای منفی و معنادار میان بی‌انگیزگی و رضایت از رشته تحصیلی مشاهده شد. این یافته‌ها نقش حیاتی انگیزش در تجربه تحصیلی دانشجویان را برجسته می‌سازد و بر ضرورت تقویت انگیزش، چه از طریق بهبود محیط آموزشی و چه از طریق ارتقای جایگاه رشته تحصیلی، برای افزایش رضایت دانشجویان تأکید می‌کند.
نتیجه‌گیری: به‌طور کلی، دانشجویان رشته علم اطلاعات و دانش‌شناسی آموزش خود را هم به دلیل علاقه نسبی به رشته و هم تحت تأثیر عوامل محیطی دنبال می‌کنند. با این حال، هیچ‌یک از منابع انگیزشی در سطح مطلوب قرار ندارند، که نشان می‌دهد دانشجویان به‌طور کامل با رشته خود درگیر نیستند. این موضوع ممکن است ناشی از ضعف‌هایی در نظام آموزشی، بازار کار یا سایر عوامل مؤثر باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Motivation Level of Undergraduate Students in Knowledge and Information Science Based on Self-Determination Theory and Its Relationship with Academic Major Satisfaction

نویسندگان [English]

  • Hashem Atapour 1
  • Rahim Badri Gargari 2
  • Mohaddeseh Tahami Nobari 3
1 Associate Professor, Department of Knowledge and Information Science, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
2 Professor, Department of Educational Sciences, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
3 MSc in Knowledge and Information Science, Department of Knowledge and Information Science, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran
چکیده [English]

Objective: The aim of this study was to determine the level of motivation among undergraduate students of Knowledge and Information Science and to examine its relationship with their satisfaction from their field of study.
Method: This applied research employed a survey design. The study population consisted of undergraduate students of Knowledge and Information Science from universities under the supervision of the Ministry of Science, Research, and Technology of Iran, enrolled in the second semester of the 2023–2024 academic year. A total of 209 students participated. Data were collected using a two-part questionnaire: the Academic Motivation Scale developed by Silva, Rodríguez, and Leal (2018), and the Academic Satisfaction Questionnaire by Nauta (2007).
Results: Results indicated that both intrinsic and extrinsic motivation levels were significantly higher than the hypothetical mean, while the level of amotivation was moderate. Pearson correlation analysis revealed a positive and significant relationship between intrinsic and extrinsic motivation and students’ satisfaction with their field of study. Conversely, a negative and significant relationship was observed between amotivation and academic satisfaction. These findings highlight the critical role of motivation in students’ academic experiences and emphasize the need to strengthen motivation—whether through improving the educational environment or enhancing the status of the discipline—to increase student satisfaction.
Conclusion: Overall, students in Knowledge and Information Science pursue their education both due to relative interest in the field and under the influence of environmental factors. However, none of the motivational sources were found to be at an optimal level, suggesting that students are not fully engaged with their discipline. This may be attributed to shortcomings in the educational system, the labor market, or other contributing factors.

کلیدواژه‌ها [English]

  • motivation
  • self-determination theory
  • satisfaction
  • knowledge and information science

مراجع

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  • تاریخ دریافت: 13 آذر 1404
  • تاریخ بازنگری: 10 بهمن 1404
  • تاریخ پذیرش: 21 بهمن 1404
  • تاریخ اولین انتشار: 01 خرداد 1405
  • تاریخ انتشار: 01 خرداد 1405

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