تدوین و مدل‌یابی معادلات ساختاری بی‌حوصلگی دانش‌آموزان بر اساس نظریه‌های ضمنی هوش، معنای زندگی و حمایت از خودمختاری ادراک‌شده

تیموری, امیر; کدیور, پروین; رضا زاده بهادران, حمیدرضا

doi:10.22034/ijes.2022.546690.1236

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

¹ دانشجوی دکتری، روان شناسى تربیتى، دانشکده روانشناسی، واحد تهران مرکزى، دانشگاه آزاد اسلامی، تهران، ایران

² استاد، گروه روان شناسی تربیتی، دانشگاه خوارزمی، تهران، ایران ٢ .استاد مدعو، گروه روان شناسى، واحد تهران مرکزى، دانشگاه آزاد اسلامى، تهران، ایران

³ استادیار، گروه مشاوره و فلسفه تعلیم و تربیت، واحد تهران مرکزى، دانشگاه آزاد اسلامی، تهران، ایران

10.22034/ijes.2022.546690.1236

چکیده

هدف: هدف پژوهش حاضر بررسی مدل‌یابی معادلات ساختاری بی‌حوصلگی دانش‌آموزان بر اساس نظریه‌های ضمنی هوش، معنای زندگی و حمایت از خودمختاری ادراک‌شده بود.
روش‌شناسی: مطالعه حاضر توصیفی از نوع همبستگی بود. جامعه پژوهش دانش‌آموزان دوره دوم متوسطه شهر تهران در سال تحصیلی 98-1397 بودند که تعداد 400 نفر از آنها با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای به‌عنوان نمونه انتخاب شدند. ابزارهای پژوهش شامل خرده‌مقیاس بی‌حوصلگی نسبت به کلاس در پرسشنامه هیجان پیشرفت (Pekrun et al, 2002)، خرده‌مقیاس باور ذاتی هوش در مقیاس نظریه‌های ضمنی هوش (Abd-El-Fattah & Yates, 2006)، پرسشنامه معنای زندگی (Steger et al, 2006) و مقیاس حمایت از خودمختاری ادراک‌شده (Williams & Deci, 1996) بودند. داده‌ها با روش‌های ضرایب همبستگی پیرسون و مدل‌یابی معادلات ساختاری در نرم‌افزارهای SPSS و LISREL تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که مدل بی‌حوصلگی دانش‌آموزان بر اساس باور ذاتی هوش، معنای زندگی و حمایت از خودمختاری ادراک‌شده دارای برازش مناسبی بود. یافته‌های دیگر نشان داد که باور ذاتی هوش بر بی‌حوصلگی دانش‌آموزان اثر مثبت و مستقیم و معنای زندگی و حمایت از خودمختاری ادراک‌شده بر بی‌حوصلگی دانش‌آموزان اثر منفی و مستقیم داشت (01/0>P).
بحث و نتیجه‌گیری: نتایج نشان‌دهنده اثر مستقیم باور ذاتی هوش، معنای زندگی و حمایت از خودمختاری ادراک‌شده بر بی‌حوصلگی دانش‌آموزان بود. بنابراین، جهت کاهش بی‌حوصلگی دانش‌آموزان می‌توان برنامه‌هایی جهت کاهش باور ذاتی هوش و افزایش معنای زندگی و حمایت از خودمختاری ادراک‌شده طراحی و اجرا کرد

کلیدواژه‌ها

20.1001.1.23221445.1401.8.2.4.4

عنوان مقاله [English]

The Structural Equation Modeling of Students' Boredom based on Implicit Theories of Intelligence, Meaning of Life and Support from Perceived Autonomy

نویسندگان [English]

Amir Teimori ¹
Parvaneh Kadivar ²
Hamidreza Rezazadeh Bahadoran ³

¹ Ph.D. Student, Educational Psychology, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran.

² Professor, Department of Educational Psychology, Kharazmi University, Tehran, Iran 2. Visiting Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran

³ Assistant Professor, Department of Counseling and Philosophy of Education, Central Tehran Branch, Islamic Azad University, Tehran, Iran

چکیده [English]

Purpose: The aim of present research was investigate the structural equation modeling of students' boredom based on implicit theories of intelligence, meaning of life and support from perceived autonomy.
Methodology: The present study was descriptive from type of correlation. The research population was secondary high school students of Tehran city in the 2018-19 academic years, which number of 400 people of them were selected as a sample by multi-stage cluster sampling method. The research tools were including the subscale of boredom to class in achievement emotion questionnaire (Pekrun et al, 2002), subscale of entity belief intelligence in implicit theories of intelligence scale (Abd-El-Fattah & Yates, 2006), meaning of life questionnaire (Steger et al, 2006) and support from perceived autonomy scale (Williams & Deci, 1996). Data were analyzed with methods of Pearson correlation coefficients and structural equation modeling in SPSS and LISREL software.
Findings: The findings showed that the model of students' boredom based on entity belief intelligence, meaning of life and support from perceived autonomy had a good fit. The other findings showed that the entity belief intelligence had a direct and positive effect on students' boredom and meaning of life and support from perceived autonomy had a direct and negative effect on students' boredom (P<0.05).
Conclusion: The results showed the direct effect of entity belief intelligence, meaning of life and support from perceived autonomy on students' boredom. Therefore, to reduce students' boredom can be designed and implemented programs to decrease the entity belief intelligence and increase meaning of life and support from perceived autonomy.

کلیدواژه‌ها [English]

Boredom
Implicit Theories of Intelligence
Meaning of Life
Support from Perceived Autonomy

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جامعه شناسی آموزش و پرورش

تدوین و مدل‌یابی معادلات ساختاری بی‌حوصلگی دانش‌آموزان بر اساس نظریه‌های ضمنی هوش، معنای زندگی و حمایت از خودمختاری ادراک‌شده

مراجع

مراجع

دوره 8، شماره 2 - شماره پیاپی 2
اسفند 1401
صفحه 37-46

تدوین و مدل‌یابی معادلات ساختاری بی‌حوصلگی دانش‌آموزان بر اساس نظریه‌های ضمنی هوش، معنای زندگی و حمایت از خودمختاری ادراک‌شده

مراجع

مراجع

دوره 8، شماره 2 - شماره پیاپی 2اسفند 1401صفحه 37-46

دوره 8، شماره 2 - شماره پیاپی 2
اسفند 1401
صفحه 37-46