بررسی نقش واسطه‌ای خودکارآمدی تحصیلی در رابطه بین فاکتورهای موفقیت با انگیزش پیشرفت دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا، گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

2 گروه روانشناسی، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

3 گروه مشاوره، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

10.22034/ijes.2021.529737.1052

چکیده

هدف: هدف از پژوهش بررسی نقش واسطه­ای خودکارآمدی تحصیلی در رابطه بین فاکتورهای موفقیت با انگیزش پیشرفت دانش­آموزان بود.
روش شناسی:  این پژوهش توصیفی از نوع همبستگی بود. جامعه آماری پژوهش حاضر شامل همه دانش­آموزان دختر پایه­ی یازدهم شهر کرمانشاه در سال تحصیلی 98-1397 بود. از این جامعه، 400 نفر با استفاده از روش نمونه­گیری خوشه­ای چندمرحله­ای انتخاب شدند. ابزار جمع­آوری اطلاعات شامل پرسشنامه­های خودکارآمدی تحصیلی دانش­آموز جینک و مورگان(1999)، هویت تحصیلی موفق واز و ایزاکسون(2008)، باورهای معرفت شناختی شومر(1990)، نیازهای اساسی روانشناختی گاردیا و همکاران(2000) و انگیزش پیشرفت هرمنس(1987) بود. داده­ها با استفاده از روش آماری مدل معادلات ساختاری، در نرم افزار SPSS24 و Amos24 مورد تجزیه و تحلیل قرار گرفت.
یافته­ها: نتایج پژوهش نشان داد که برازش مدل اندازه­گیری و مدل ساختاری پژوهش، تأیید شد. نتایج نشان داد که باورهای معرفت شناختی، هویت تحصیلی موفق و نیازهای اساسی روانشناختی بر خودکارآمدی تحصیلی و انگیزش پیشرفت و خودکارآمدی تحصیلی بر انگیزش پیشرفت اثر مستقیم و معنادار داشتند، همچنین خودکارآمدی تحصیلی بر انگیزش پیشرفت، باورهای معرفت شناختی بر هویت تحصیلی موفق و نیازهای اساسی و نهایتا نیازهای اساسی بر هویت تحصیلی موفق تأثیر مثبت و معنی­داری سطح 95 درصد اطمینان معنادار دارد(05/0 > P).
بحث و نتیجه گیری: بر اساس نتایج پژوهش، دانش­آموزانی که دچار افت تحصیلی شده و انگیزش پیشرفت و موفقیت در آنها روند کاهشی دارد را می­توان با استفاده از برنامه­های آموزشی و مشاوره­ای در جهت بهبود هویت تحصیلی، باورهای معرفت شناختی و نیازهای اساسی روانشناختی مورد مداخله قرار داد و زمینه پیشرفت تحصیلی را در آنها محیا کرد. نتایج این پژوهش همچنین می­تواند زمینه برنامه­ریزی مناسب در جهت اتخاذ راهکارهای آموزشگاهی مناسب در جهت افزایش انگیزش پیشرفت دانش­آموزان و به تبع آن کاهش افت و بی میلی تحصیلی را به همراه داشته باشد.
 

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دوره 15، شماره 1
فروردین 1401
صفحه 122-136
  • تاریخ دریافت: 14 اردیبهشت 1400
  • تاریخ بازنگری: 03 مرداد 1400
  • تاریخ پذیرش: 14 آذر 1400
  • تاریخ اولین انتشار: 01 فروردین 1401