جامعه شناسی آموزش و پرورش

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رابطه تدریس تحول‌آفرین و عملکرد تحصیلی با نقش میانجی اشتیاق تحصیلی در دانش‌آموزان

نوع مقاله : مقاله مروری

نویسندگان

1 استادیار گروه مدیریت آموزشی، واحد نکا، دانشگاه آزاد اسلامی، نکا، ایران

2 کارشناسی ارشد مدیریت آموزشی، واحد نکا، دانشگاه آزاد اسلامی، نکا، ایران

10.22034/ijes.2022.542881.1193

چکیده

هدف: هدف پژوهش حاضر بررسی رابطه تدریس تحول‌آفرین و عملکرد تحصیلی با نقش میانجی اشتیاق تحصیلی در دانش‌آموزان بود.
روش‌شناسی: پژوهش از نظر هدف کاربردی و از لحاظ روش، توصیفی از نوع همبستگی بود. جامعه آماری این پژوهش شامل 4300 نفر از دانش‌آموزان مقطع متوسطه دوم شهر نکا بودند. نمونه آماری به تعداد 353 نفر و با استفاده از جدول کرجسی و مورگان و به شیوه نمونه‌گیری تصادفی طبقه‌ای بر حسب جنسیت انتخاب شدند. جهت گردآوری داده‌ها از سه پرسش‌نامه تدریس تحول‌آفرین بوچامپ و همکاران (2010)، عملکرد تحصیلی فام و تیلور (1999) و اشتیاق تحصیلی شافلی و همکاران (2002) استفاده شد. به منظور تحلیل داده‌ها، از مدل‌یابی معادلات ساختاری با کمک روش حداقل مربعات جزئی با استفاده از نرم‌افزار پی ال اس استفاده شد.
یافته‌ها: نتایج پژوهش نشان داد که بین تدریس تحول‌آفرین و اشتیاق تحصیلی با عملکرد تحصیلی در دانش‌آموزان رابطه معناداری وجود دارد (05/0>P) و مقدار 7/53 درصد از عملکرد تحصیلی و 5/66 درصد از اشتیاق تحصیلی توسط تدریس تحول‌آفرین تبیین می‌شود و متغیر اشتیاق تحصیلی اثر میانجی بر رابطه بین تدریس تحول‌آفرین و عملکرد تحصیلی را دارد. هم‌چنین شاخص‌های برازندگی مدل حاکی از آن بود که مدل ارائه‌شده از برازش مناسبی برخوردار است.
بحث و نتیجه‌گیری: استفاده معلمان از روش تدریس تحول‌آفرین و تقویت اشتیاق تحصیلی در دانش‌آموزان می‌تواند عملکرد تحصیلی آنان را بهبود بخشد

کلیدواژه‌ها

عنوان مقاله [English]

The Relationship Transformational Teaching and Academic Performance with the Mediating Role of Academic Passion in Students

نویسندگان [English]

  • Abolghasem Barimani 1
  • Vahid Ebrahimi 2

1 Assistant Professor of Department of Educational Management, Neka Branch, Islamic Azad University, Neka, Iran

2 M.A. in Educational Management, Neka Branch, Islamic Azad University, Neka, Iran

چکیده [English]

Purpose: Academic performance refers to a person's success in one or more academic subjects, which is measured according to pre-determined criteria and standards. The purpose of this study was to investigate the relationship transformational teaching and academic performance with the mediating role of academic passion in students.
Methodology: The research applied in terms of purpose and method was descriptive, correlational one. The statistical population of this study included 4300 students of at the Secondary school of Neka. The statistical sample was 353 participants that determined by the using Krejcie and Morgan table, and selected by stratified random sampling according to gender. Data were gathered by using three Questionnaires of Pham & Taylor transformational teaching (1999), Schaufeli et al academic performance (2002) & Beauchamp et al (2010) academic passion Questionnaires. Their reliability was calculated to 0.82, 0.86 and 0.82 respectively by the use of Cronbach Alpha.  The collected data was used for analyzed by Structural equation modeling using the partial least squares method (PLS).
Findings: The results of this study showed that there is a significant relationship between transformational teaching and academic passion with academic performance. 53.7% of academic performance and 66.5% of academic passion is explained by transformational teaching. And the academic passion variable has a mediator effect on the relationship between transformational teaching and academic performance. Fit indices indicate that the proposed model is an appropriate fit.
Conclusion: Teachers 'use of transformational teaching methods and strengthening students' academic enthusiasm can improve their academic performance.

کلیدواژه‌ها [English]

  • Transformational Teaching
  • Academic Performance
  • Academic Passion
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جامعه شناسی آموزش و پرورش
دوره 8، شماره 2 - شماره پیاپی 2
اسفند 1401
صفحه 123-132
فایل ها
سابقه مقاله
  • تاریخ دریافت: 23 آبان 1400
  • تاریخ بازنگری: 02 خرداد 1401
  • تاریخ پذیرش: 29 خرداد 1401
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