بررسی نسبت روایی محتوایی و سازه ای پرسشنامه انتظارات آموزشی در زمینه محتوای درسی الکترونیکی

Social Cognition Vol. 4, No. 4, (Series 8), Autumn 2015 - Winter 2016 ‫دو ﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ ـ ﭘﮋوﻫﺸﯽ ﺷﻨﺎﺧﺖ اﺟﺘﻤﺎﻋﯽ‬ 1394 ‫ ﭘﺎﯾﯿﺰ و زﻣﺴﺘﺎن‬،(8 ‫ )ﭘﯿﺎﭘﯽ‬،4 ‫ ﺷﻤﺎره‬،‫ﺳﺎل ﭼﻬﺎرم‬ ‫ﺑﺮرﺳﯽ ﻧﺴﺒﺖ رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ و ﺳﺎزهاي ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﺘﻈﺎرات آﻣﻮزﺷﯽ در زﻣﯿﻨﻪ‬ ‫ﻣﺤﺘﻮاي درﺳﯽ اﻟﮑﺘﺮوﻧﯿﮑﯽ‬ 2 ‫ ﺣﺴﯿﻦ زارع‬،1 ‫* ﺳﻌﯿﺪ ﻃﺎﻟﺒﯽ‬ ‫ اﺳﺘﺎدﯾﺎر ﺑﺮﻧﺎﻣﻪرﯾﺰي آﻣﻮزﺷﯽ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬.1 ‫ اﺳﺘﺎد ﮔﺮوه روانﺷﻨﺎﺳﯽ داﻧﺸﮕﺎه ﭘﯿﺎم ﻧﻮر‬.2 (94/06/29 :‫ ـ ﺗﺎرﯾﺦ ﭘﺬﯾﺮش‬94/04/29 :‫)ﺗﺎرﯾﺦ وﺻﻮل‬ Investigating the Content Validity Ratio and Construct Validity of the Educational Expectations Questionnaire in the Context of E-Curriculum Content * Saeed Talebi 1, Hossin zare 1. Assistant professor, Payame Noor University 2. Professor of Psychology, Payame Noor University (Received: Jul. 20, 2015 - Accepted: Sep. 20, 2015) Abstract Introduction: This study aimed to investigate the content validity ratio as well as the construct validity of Educational Expectations Questionnaire. Furthermore, it investigated the role of Others' Expectations on the change of attitude towards using E-curriculum content. Method: The method was correlation and the population included the PNU students of Fars province. The sample was selected based on Krejcie and Morgan formula and cluster sampling. Two instruments including the Teo Questionnaires (2006) and a researcher made Questionnaire of Educational Expectations were used for data collection. Data were analyzed using second confirmatory factor analysis and multiple regressions. Results: The three factors of friends and peers, teachers, and parents explained 53.71% of the total variance of Educational Expectations Questionnaire. Although in Lawshe`s Content Validity Ratio method three questions had been removed, in this study none of the questions in the second confirmatory factor analysis were deleted. Also, there was a meaningful relationship between educational expectations of friends and peers (ß=0.369), teachers (ß=0.302) and parents (ß=0.287) with changing attitudes towards electronic content. In addition, parents' (ß=0.173) and teachers' (ß=0.230) expectations influence friends' and peers' expectations from each other. Conclusion: In general, the Educational Expectations Scale has good content and construct validity and can be used to assess Others' Expectations from students. In addition, the model presented in this study is an appropriate model for investigating Others' Expectations of the change of attitude towards the Ecurriculum content. Key words: Educational Expectations; E-curriculum Content; Content Validity Ratio; Second Confirmatory Factor Analysis. Email: ‫ﭼﮑﯿﺪه‬ ‫ اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻧﺴﺒﺖ رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ و ارزﯾﺎﺑﯽ اﻋﺘﺒﺎر‬:‫ﻣﻘﺪﻣﻪ‬ ‫ﺳﺎزه ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﺘﻈﺎرات آﻣﻮزﺷﯽ از ﯾﮑﺴﻮ و از ﺳﻮي دﯾﮕﺮ ﺑﺮرﺳﯽ ﻧﻘﺶ‬ ‫اﻧﺘﻈﺎرات اﻃﺮاﻓﯿﺎن ﺑﺮ ﺗﻐﯿﯿﺮ ﻧﮕﺮش ﻧﺴﺒﺖ ﺑﻪ اﺳﺘﻔﺎده از ﻣﺤﺘﻮاي درﺳﯽ‬ ‫ روش ﭘﮋوﻫﺶ ﻫﻤﺒﺴﺘﮕﯽ و ﺟﺎﻣﻌﻪ آﻣﺎري‬:‫ روش‬.‫اﻟﮑﺘﺮوﻧﯿﮑﯽ اﻧﺠﺎم ﺷﺪه اﺳﺖ‬ ‫ از‬،‫آن داﻧﺸﺠﻮﯾﺎن داﻧﺸﮕﺎهﻫﺎي ﭘﯿﺎم ﻧﻮر ﻓﺎرس ﻫﺴﺘﻨﺪ ﺑﺮاي ﺗﻌﯿﯿﻦ ﺣﺠﻢ ﻧﻤﻮﻧﻪ‬ .‫ﻓﺮﻣﻮل ﮐﺮﺟﺴﯽ و ﻣﻮرﮔﺎن و روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ‬ ‫( و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ‬2006) ‫اﺑﺰار ﻣﻮرد اﺳﺘﻔﺎده ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺗﺌﻮ‬ ‫ دادهﻫﺎ از ﻃﺮﯾﻖ آزﻣﻮنﻫﺎي ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﻣﺮﺗﺒﻪ دوم و‬.‫اﻧﺘﻈﺎرات آﻣﻮزﺷﯽ اﺳﺖ‬ ‫ ﻋﺎﻣﻞﻫﺎي ﺳﻪﮔﺎﻧﻪ دوﺳﺘﺎن و‬:‫ ﯾﺎﻓﺘﻪﻫﺎ‬.‫رﮔﺮﺳﯿﻮن ﭼﻨﺪ ﻣﺘﻐﯿﺮي ﺑﺮرﺳﯽ ﺷﺪ‬ ‫ درﺻﺪ از ﮐﻞ وارﯾﺎﻧﺲ‬53/712،‫ اﺳﺎﺗﯿﺪ و واﻟﺪﯾﻦ روي ﻫﻢ رﻓﺘﻪ‬،‫ﻫﻤﮑﻼﺳﯽﻫﺎ‬ ‫ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﺘﻈﺎرات آﻣﻮزﺷﯽ را ﺗﺒﯿﯿﻦ ﻣﯽﮐﻨﺪ اﮔﺮﭼﻪ در روش ﻧﺴﺒﺖ رواﯾﯽ‬ ‫ ﺳﺆال ﺣﺬف ﺷﺪ اﻣﺎ در ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﻣﺮﺗﺒﻪ دوم‬3 ‫ﻣﺤﺘﻮاﯾﯽ ﻻواﺷﯽ ﺗﻌﺪاد‬ ‫ ﻫﻤﭽﻨﯿﻦ ﺑﯿﻦ اﻧﺘﻈﺎرات آﻣﻮزﺷﯽ دوﺳﺘﺎن و‬.‫ﻫﯿﭻﮐﺪام از ﺳﺆاﻻت ﺣﺬف ﻧﺸﺪﻧﺪ‬ ‫( ﺑﺎ ﺗﻐﯿﯿﺮ‬ß =0/287) ‫( و واﻟﺪﯾﻦ‬ß =0/302) ‫ اﺳﺎﺗﯿﺪ‬،(ß =0/369) ‫ﻫﻤﮑﻼﺳﯽﻫﺎ‬ ‫ ﻋﻼوه‬.‫ﻧﮕﺮش ﻧﺴﺒﺖ ﺑﻪ ﻣﺤﺘﻮاي درﺳﯽ اﻟﮑﺘﺮوﻧﯿﮑﯽ راﺑﻄﻪ ﻣﻌﻨﺎداري وﺟﻮد دارد‬ ‫( ﺑﺮ اﻧﺘﻈﺎرات‬ß =0/230) ‫( و اﺳﺎﺗﯿﺪ‬ß =0/173) ‫ﺑﺮ اﯾﻦ اﻧﺘﻈﺎرات واﻟﺪﯾﻦ‬ ‫ ﻣﻘﯿﺎس اﻧﺘﻈﺎرات‬:‫ ﻧﺘﯿﺠﻪﮔﯿﺮي‬.‫دوﺳﺘﺎن و ﻫﻤﮑﻼﺳﯽﻫﺎ از ﯾﮑﺪﯾﮕﺮ ﻣﺆﺛﺮ اﺳﺖ‬ ‫آﻣﻮزﺷﯽ از رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ و ﺳﺎزهاي ﻣﻄﻠﻮب ﺑﺮﺧﻮردار اﺳﺖ و ﻣﯽﺗﻮان از آن‬ ‫ﺑﺮاي ارزﯾﺎﺑﯽ اﻧﺘﻈﺎرات اﻃﺮاﻓﯿﺎن از داﻧﺸﺠﻮﯾﺎن اﺳﺘﻔﺎده ﮐﺮد ﻫﻤﭽﻨﯿﻦ ﻣﺪل‬ ‫ ﻣﺪل ﻣﻨﺎﺳﺒﯽ ﺑﺮاي ﺑﺮرﺳﯽ اﻧﺘﻈﺎرات‬،‫رﮔﺮﺳﯿﻮﻧﯽ اراﺋﻪ ﺷﺪه در ﭘﮋوﻫﺶ ﺣﺎﺿﺮ‬ .‫اﻃﺮاﻓﯿﺎن در ﺗﻐﯿﯿﺮ ﻧﮕﺮش ﻧﺴﺒﺖ ﺑﻪ ﻣﺤﺘﻮاي درﺳﯽ اﻟﮑﺘﺮوﻧﯿﮑﯽ اﺳﺖ‬ ،‫ ﻣﺤﺘﻮاي درﺳﯽ اﻟﮑﺘﺮوﻧﯿﮑﯽ‬،‫ ﺗﻐﯿﯿﺮ ﻧﮕﺮش‬،‫ اﻧﺘﻈﺎرات آﻣﻮزﺷﯽ‬:‫واژﮔﺎنﮐﻠﯿﺪي‬ .‫ ﺗﺤﻠﯿﻞ ﻋﺎﻣﻠﯽ ﻣﺮﺗﺒﻪ دوم‬،‫ﻧﺴﺒﺖ رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ‬ ‫ ﺳﻌﯿﺪ ﻃﺎﻟﺒﯽ‬:‫ ﻧﻮﯾﺴﻨﺪه ﻣﺴﺌﻮل‬١* 62 ‫دوﻓﺼﻠﻨﺎﻣﻪ ﻋﻠﻤﯽ ـ ﭘﮋوﻫﺸﯽ ﺷﻨﺎﺧﺖ اﺟﺘﻤﺎﻋﯽ‪ ،‬ﺳﺎل ﭼﻬﺎرم‪ ،‬ﺷﻤﺎره ‪) ،2‬ﭘﯿﺎﭘﯽ ‪ ، (8‬ﭘﺎﯾﯿﺰ و زﻣﺴﺘﺎن ‪1394‬‬ ‫ﻣﻘﺪﻣﻪ‬ ‫ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﮔﺴﺘﺮش داﻧﺶ‪ ،‬ﻓﺮاﮔﯿﺮان دﯾﮕﺮ ﻗﺎدر‬ ‫ﻣﻨﻈﻮر ﻻزم اﺳﺖ ﻣﺤﺘﻮاي ﮐﺘﺎب ﯾﺎ درس از‬ ‫ﻓﺮاﮔ ﯿﺮﻧﺪ و آن را در زﻧﺪﮔﯽ ﺑﻪ ﻃﻮر ﻋﻤﻠﯽ ﺑﮑﺎر‬ ‫)اﻟﮑﺘﺮوﻧﯿﮑﯽ ( ﺗﻐﯿﯿﺮ ﯾﺎﺑﺪ ﺗﺎ ﻗﺎﺑﻞ اﻧﺘﻘﺎل ﺑﺎ‬ ‫ﺑﺮ‬ ‫اﺑﺰارﻫﺎي اﻟﮑﺘﺮوﻧﯿﮑﯽ ﺑﺎﺷﺪ‪ ،‬ﯾﻌﻨﯽ ﺑﺮاي اﯾﺠﺎد‬ ‫ﺑﺴﯿﺎري از اﺑﻌﺎد زﻧﺪﮔﯽ ﺑﺸﺮ از ﺟﻤﻠﻪ آﻣﻮزش و‬ ‫ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮑﯽ ﻧﯿﺎز ﺑﻪ ﺗﻮﻟﯿﺪ ﻣﺤﺘﻮاي‬ ‫و ﻫﻤﮑﺎران‪ (2011 ،‬ﯾﮑﯽ از ﺗﺄﺛﯿﺮات ﻓﻨﺎوري ﺑﺮ‬ ‫ﻋﻼوه ﺑﺮ ﺗﻐ ﯿﯿﺮ ﻣﺤﺘﻮا از ﮐﺎﻏﺬي ﺑﻪ اﻟﮑﺘﺮوﻧﯿﮑ ﯽ‬ ‫آﻣﻮزش و ﯾﺎدﮔﯿﺮي‪ ،‬ﺧﻠﻖ ﻣﺤﺘﻮاي درﺳﯽ‬ ‫ﯾﮑﯽ دﯾﮕﺮ از ﻋﻮاﻣﻞ ﻣﺆﺛﺮ در اﯾﺠﺎد ﻧﮕﺮش‬ ‫اﻟﮑﺘﺮوﻧﯿﮑﯽ اﺳﺖ در ﯾﺎدﮔﯿﺮي ﻣﺤﺘﻮاي درﺳﯽ‬ ‫ﻣﺜﺒﺖ ﻧﺴﺒﺖ ﺑﻪ اﺳﺘﻔﺎده از ﻣﺤﺘﻮاي اﻟﮑﺘﺮوﻧﯿﮑ ﯽ‬ ‫‪ 24‬ﺳﺎﻋﺘﻪ درس ﺑﺨﻮاﻧﻨﺪ و ﻧﯿﺎز ﺑﻪ رﻓﺖ و آﻣﺪ‬ ‫ذﻫﻨﯽ ﺑﻪ ﻋﻨﻮان واﮐﻨﺶ ﻓﺮد ﺑﻪ ﻓﺸﺎر و اﻧﺘﻈﺎرات‬ ‫ﺑﺮاي ﮐﻼس ﻫﺎ ي ﺣﻀﻮري ﻣﺮﺗﻔﻊ ﻣﯽ ﺷﻮد ﻋﻼوه‬ ‫دﯾﮕﺮان‪ ،‬ﺑﺮاي اﻧﺠﺎم دادن ﯾﺎ اﻧﺠﺎم ﻧﺪادن رﻓﺘﺎر‬ ‫ﺑﺮ آن ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮑﯽ ﻣﻮﺟﺐ ﺻﺮﻓﻪ ﺟﻮﯾﯽ‬ ‫ﻣﻮردﻧﻈﺮ ﺗﻌﺮﯾﻒ ﺷﺪه اﺳﺖ )وﻧﮑﺎﺗﺶ و‬ ‫ﻫﺰﯾﻨﻪ ﻫﺎ ي آﻣﻮزﺷﯽ ﻣﯽ ﮔﺮدد ‪ ،‬زﯾﺮا در اﯾﻦ ﺷﯿﻮه‪،‬‬ ‫ﺗﺠﺮﺑﯿﺎت ﮔﺬﺷﺘﻪ ﻓﺮد در زﻣﯿ ﻨﻪ اﺳﺘﻔﺎده از‬ ‫ﻣﻮاد آﻣﻮزﺷﯽ‪ ،‬ﯾﮏ ﺑﺎر ﺗﺪوﯾﻦ ﻣﯽ ﺷﻮﻧﺪ و‬ ‫ﻓﻨﺎوري و اﻧﺘﻈﺎرات اﺳﺎﺗﯿﺪ‪ ،‬ﻫﻤﮑﻼﺳﯽ ﻫﺎ ‪،‬‬ ‫ﻧﯿﺴﺘﻨﺪ ﺑﺎ ﺷ ﯿﻮه ﻫﺎي آﻣﻮزش ﺳﻨﺘﯽ‪ ،‬ﻣﺤﺘﻮا را‬ ‫ﺑﻨﺪﻧﺪ زﯾﺮا ﭘﯿﺸﺮﻓﺖ ﻓﻨﺎوري اﻃﻼﻋﺎت‬ ‫‪1‬‬ ‫ﯾﺎدﮔﯿﺮي ﺗﺄﺛﯿﺮ ﭼﺸﻤﮕﯿﺮي ﮔﺬاﺷﺘﻪ اﺳﺖ )ﻃﺎﻟﺒﯽ‬ ‫اﻟﮑﺘﺮوﻧﯿﮑﯽ ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن ﻣﯽ ﺗﻮاﻧﻨﺪ ﺑﻪ ﺻﻮرت‬ ‫ﻗﺎﺑﻞ ﺗﻮﺟﻬﯽ در زﻣﺎن اﺳﺎﺗﯿﺪ‪ ،‬ﻓﺮاﮔﯿﺮان و‬ ‫ﺣﺎﻟﺖ ﻣﻌﻤﻮﻟﯽ )ﮐﺎﻏﺬي ( ﺑﻪ ﺣﺎﻟﺖ دﯾﺠﯿﺘﺎﻟﯽ‬ ‫اﻟﮑﺘﺮوﻧﯿﮑﯽ اﺳﺖ )ﺷﻌﺒﺎﻧﯽ و ﻣﺨﺘﺎري‪. ( 1387 ،‬‬ ‫ﺗﻮﺳﻂ داﻧﺸﺠﻮﯾﺎن‪ ،‬ﻫﻨﺠﺎر ذﻫﻨﯽ اﺳﺖ ﻫﻨﺠﺎر‬ ‫دﯾﻮﯾﺲ‪ (2000 ،2‬ﻫﻨﺠﺎرﻫﺎي ذﻫﻨﯽ ﻧﺎﺷﯽ از‬ ‫درﺟﺎﻫﺎي ﻣﺨﺘﻠﻒ ﻣﻮرد اﺳﺘﻔﺎده ﻗﺮار ﻣﯽ ﮔ ﯿﺮد‬ ‫واﻟﺪﯾﻦ ﻓﺮد اﺳﺖ ﻟﺬا ﺷﺎﻣﻞ دو ﻣﺆﻟﻔﻪ ﺗﺠﺮﺑﯿﺎت‬ ‫ﺣﺘﯽ از آﻣﻮزش ﺳﻨﺘﯽ ﻧﯿﺰ ﮐﺎراﺗﺮ اﺳﺖ و‬ ‫ﮔﺬﺷﺘﻪ‬ ‫اﺳﺖ‬ ‫ﻣﻮﺟﺒﺎت ﺧﺮﺳﻨﺪي ﯾﺎدﮔﯿﺮﻧﺪﮔﺎن را ﻓﺮاﻫﻢ‬ ‫)ﻃﺎﻟﺒﯽ ‪ .( 1391،‬در زﻣ ﯿﻨﻪ ﺗﺠﺎرب اﺳﺘﻔﺎده از‬ ‫ﻣﯽ ﮐﻨﺪ )ﻣﺤﻤﺪ زاده ﻗﺼﺮ و ﻫﻤﮑﺎران‪ (1392،‬در‬ ‫و‬ ‫ﺑﺤﺚ ﯾﺎدﮔﯿﺮي اﻟﮑﺘﺮوﻧﯿﮑﯽ‪ ،‬ﺗﻮﻟﯿﺪ ﻣﺤﺘﻮاي‬ ‫و‬ ‫اﻧﺘﻈﺎرات‬ ‫اﻃﺮاﻓﯿﺎن‬ ‫ﻓﻨﺎوري ﻣ ﯽ ﺗﻮان ﺑﻪ ﺗﺤﻘﯿﻘﺎت ﻓﺎﮔﺎن‬ ‫‪3‬‬ ‫ﻫﻤﮑﺎران‪ 2004 ،‬و دﻟﯿﺴﻪ‪ 2009 ،4‬اﺷﺎره ﮐﺮد ‪.‬‬ ‫اﻟﮑﺘﺮوﻧﯿﮑﯽ ﺑﺎﮐﯿﻔﯿﺖ ﮐﻪ ﺑﺎ اﺻﻮل ﺗﻌﻠﯿﻢ و‬ ‫آﻧﭽﻪ در اﯾ ﻦ ﻣﻘﺎﻟﻪ ﻣﻮرد ﺗﻮﺟﻪ اﺳﺖ ﺗﺄﺛﯿﺮ‬ ‫ﺗﺮﺑﯿﺖ ﻫﻤﺨﻮاﻧﯽ داﺷﺘﻪ ﺑﺎﺷﺪ‪ ،‬اﻣﺮي ﺑﺴﯿﺎر ﻣﻬﻢ‬ ‫اﻧﺘﻈﺎرات آﻣﻮزﺷﯽ ﺑﺮ اﯾﺠﺎد ﻧﮕﺮش ﻣﺜﺒﺖ ﻧﺴﺒﺖ‬ ‫اﺳﺖ‪ ،‬زﯾﺮا در اﯾﻦ ﻧﻮع ﯾﺎدﮔﯿﺮي‪ ،‬ﺧﻮد اﻓﺮاد‬ ‫ﺑﻪ اﺳﺘﻔﺎده از ﻣﺤﺘﻮاي اﻟﮑﺘﺮوﻧ ﯿﮑﯽ اﺳﺖ دوب‬ ‫‪5‬‬ ‫ﻓﻌﺎﻻﻧﻪ ﺑﺎ ﻣﺤﺘﻮاي درس درﮔﯿﺮ ﻣﯽ ﺷﻮﻧﺪ )زﻧﺪ ي‬ ‫)ﺑﻪ ﻧﻘﻞ از اﻟﺮاﻓﯽ‪ (2006 ،6‬ﻧﮕﺮش را ﭘﺎﺳﺦ‬ ‫و ﻫﻤﮑﺎران‪ .(1391 ،‬در ﻣﺤﺘﻮاي اﻟﮑﺘﺮوﻧﯿﮑﯽ‬ ‫دروﻧﯽ ﮐﻪ از ﻟﺤﺎظ اﺟﺘﻤﺎﻋﯽ در ﺟﺎﻣﻌﻪ اي ﮐﻪ‬ ‫ﺑﺎﯾﺪ ﻣﻔﺎﻫﯿﻢ ﮐﺘﺎب ﯾﺎ درس ﺑﺎ اﺳﺘﻔﺎده از‬ ‫اﺑﺰارﻫﺎي اﻟﮑﺘﺮوﻧﯿﮑﯽ‪ ،‬ﺑﻪ اﻓﺮاد اﻧﺘﻘﺎل ﯾﺎﺑﺪ‪ .‬ﺑﺪﯾﻦ‬ ‫‪1. Informatin Technology‬‬ ‫‪2. Venkatesh and Davis‬‬ ‫‪3. Fagan‬‬ ‫‪4. Delice‬‬ ‫‪5. Doob‬‬ ‫‪6. Alrafi‬‬ ‫‪63‬‬ ‫ﺳﻌﯿﺪ ﻃﺎﻟﺒﯽ و ﺣﺴﯿﻦ زارع‪ :‬ﺑﺮرﺳﯽ ﻧﺴﺒﺖ رواﯾﯽ ﻣﺤﺘﻮاﯾﯽ و ﺳﺎزه اي ﭘﺮﺳﺸﻨﺎﻣﻪ اﻧﺘﻈﺎرات آﻣﻮزﺷﯽ در زﻣﯿﻨﻪ ‪...‬‬ ‫ﻓﺮد در آن زﻧﺪﮔﯽ ﻣﯽﮐﻨﺪ ﺗﺄﺛﯿﺮﮔﺬار اﺳﺖ و‬ ‫آن اﺳﺖ‪ ،‬ﺑﺮ (...truncated)