طراحی مدل خودتنظیمی تحصیلی بر اساس نیازهای بنیادین روانشناختی و الگوی ارتباطی خانواده با میانجی‌گری اشتیاق تحصیلی

عبدالملکی, شهریار; پیرانی, ذبیح; زنگنه, فیروزه

doi:10.22034/ijes.2023.552971.1303

نوع مقاله : مقاله پژوهشی (کمی)

نویسندگان

¹ دانشجوی دکتری، گروه روان‌شناسی تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران

² استادیار، گروه روان‌شناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران

³ گروه روان‌شناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران

10.22034/ijes.2023.552971.1303

چکیده

هدف: خودتنظیمی نقش موثری در سایر عملکردهای تحصیلی دانش‌آموزان دارد و می‌تواند سبب موفقیت تحصیلی آنان گردد. بنابراین، هدف این مطالعه طراحی مدل خودتنظیمی تحصیلی بر اساس نیازهای بنیادین روانشناختی و الگوی ارتباطی خانواده با میانجی‌گری اشتیاق تحصیلی بود.
روش‌شناسی: این پژوهش از نظر هدف کاربردی و از نظر شیوه اجرا توصیفی از نوع پیمایشی بود. جامعه آماری مطالعه حاضر دانش‌آموزان پسر دوره دوم متوسطه شهر همدان در سال تحصیلی 400-1399 و حدود 4000 نفر بودند. نمونه‌های این مطالعه 420 نفر بودند که با روش نمونه‌گیری خوشه‌ای انتخاب و به پرسشنامه خودتنظیمی تحصیلی (Savari and Arabzade, 2013)، پرسشنامه نیازهای بنیادین روانشناختی (Gagne, 2003)، مقیاس تجدیدنظرشده الگوهای ارتباطی خانواده (Koerner and Fitzpatrick, 2002) و پرسشنامه اشتیاق تحصیلی (Schaufeli et al., 2002) پاسخ دادند. برای تحلیل داده‌ها از روش‌های ضرایب همبستگی پیرسون و مدل‌سازی معادلات ساختاری در نرم‌افزارهای SPSS-20 و Smart-PLS-3 تحلیل شدند.
یافته‌ها: یافته‌ها نشان داد که مدل خودتنظیمی تحصیلی بر اساس نیازهای بنیادین روانشناختی و الگوی ارتباطی خانواده با میانجی‌گری اشتیاق تحصیلی در دانش‌آموزان برازش مناسبی داشت. دیگر یافته‌ها نشان داد که نیازهای بنیادین روانشناختی و الگوهای ارتباطی گفت‌وشنود و همنوایی بر اشتیاق تحصیلی دانش‌آموزان اثر مستقیم و معنادار و نیازهای بنیادین روانشناختی، الگوهای ارتباطی گفت‌وشنود و همنوایی و اشتیاق تحصیلی بر خودتنظیمی آنان اثر مستقیم و معنادار داشت (05/0>P). افزون بر آن، نیازهای بنیادین روانشناختی و الگوهای ارتباطی گفت‌وشنود و همنوایی با میانجی‌گری اشتیاق تحصیلی بر خودتنظیمی تحصیلی دانش‌آموزان اثر غیرمستقیم و معنادار داشتند (05/0>P).
بحث و نتیجه‌گیری: طبق نتایج پژوهش حاضر برای بهبود خودتنظیمی دانش‌آموزان می‌توان نیازهای بنیادین روانشناختی آنان را تأمین و میزان الگوهای ارتباطی و اشتیاق تحصیلی آنها را از طریق کارگاه‌های آموزشی ارتقاء بخشید.

کلیدواژه‌ها

20.1001.1.23221445.1402.9.1.29.4

موضوعات

روانشناسی

عنوان مقاله [English]

Designing an Academic Self-Regulation Model based on Basic Psychological Needs and Family Communication Pattern with the Mediation of Academic Engagement

نویسندگان [English]

Shahryar Abdolmaleki ¹
Zabih Pirani ²
Firouzeh Zanganeh ³

¹ PhD student, Department of Educational Psychology, Arak Branch, Islamic Azad University, Arak, Iran

² Assistant Professor, Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran

³ Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran

چکیده [English]

Purpose: Self-regulation has an effective role in other academic performance of students and can cause their academic success. Therefore, the aim of this study was designing an academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement.
Methodology: This research in terms of purpose was applied and in terms of implementation method was descriptive from type of survey. The statistical population of the current study was male senior students of Hamedan city in the academic years of 2020-2021 and about 4000 people. The samples of this study were 420 people who were selected by cluster sampling method and answered to the academic self-regulation questionnaire (Savari and Arabzade, 2013), basic psychological needs questionnaire (Gagne, 2003), revised family communication patterns scale (Koerner and Fitzpatrick, 2002) and academic engagement questionnaire (Schaufeli et al., 2002). For data analysis were used from Pearson correlation coefficients and structural equation modeling methods in SPSS-20 and Smart-PLS-3 software.
Findings: The findings showed that the academic self-regulation model based on basic psychological needs and family communication pattern with the mediation of academic engagement had a good fit. Other findings showed that basic psychological needs and communication patterns of conversation and conformity had a direct and significant effect on students' academic engagement and basic psychological needs, communication patterns of conversation and conformity and academic engagement had a direct and significant effect on their self-regulation (P<0.05). In addition, basic psychological needs and communication patterns of conversation and conformity with the mediation of academic engagement had an indirect and significant effect on students' academic self-regulation (P<0.05).
Conclusion: According to the results of the present research, to improve students' self-regulation can be met their basic psychological needs and can be improved their communication patterns and academic engagement through educational workshops.

کلیدواژه‌ها [English]

Academic Self-regulation
Basic Psychological Needs
Family Communication Pattern
Academic Engagement
Students

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جامعه شناسی آموزش و پرورش

طراحی مدل خودتنظیمی تحصیلی بر اساس نیازهای بنیادین روانشناختی و الگوی ارتباطی خانواده با میانجی‌گری اشتیاق تحصیلی

مراجع

مراجع

دوره 9، شماره 1
فروردین 1402
صفحه 325-336

طراحی مدل خودتنظیمی تحصیلی بر اساس نیازهای بنیادین روانشناختی و الگوی ارتباطی خانواده با میانجی‌گری اشتیاق تحصیلی

مراجع

مراجع

دوره 9، شماره 1فروردین 1402صفحه 325-336

دوره 9، شماره 1
فروردین 1402
صفحه 325-336