نقش ادراکات کلاسی درعملکرد تحصیلی با میانجی گری جهت گیری هدف و باورهای انگیزشی

محورهای موضوعی : آموزش و پرورش

محمد محمدی پور ¹ , علی اصغر سرائی ² , محمود جاجرمی ³

1 - گروه روان شناسی ،واحد قوچان،دانشگاه آزاد اسلامی، قوچان،ایران
2 - دانشجوی دکترای روان شناسی تربیتی، واحد بجنورد،دانشگاه آزاد اسلامی، بجنورد،ایران.
3 - گروه روان شناسی ،واحد بجنورد،دانشگاه آزاد اسلامی، بجنورد،ایران.

تاریخ دریافت : 1396/07/29 تاریخ پذیرش : 1400/05/13 تاریخ انتشار : 1400/06/01

کلید واژه: باورهای انگیزشی, ادراکات کلاسی, جهت ‌گیری هدف, عملکرد تحصیلی و دانشجویان,

چکیده مقاله :

چکیده مقدمه و هدف: هدف از  پژوهش حاضر ، بررسی نقش ادراکات کلاسی در پیشرفت تحصیلی دانشجویان با نقش میانجی باورهای انگیزشی وجهت‌گیری هدف بود روش شناسی: پژوهش حاضر از نوع توصیفی وطرح آن نیز همبستگی از نوع تحلیل مسیر بود. بدین منظور 403 نفر از دانشجویان دانشگاه فرهنگیان  مشهد با روش  نمونه گیری تصادفی طبقه‌ای انتخاب شدند وجهت جمع آوری اطلاعات از سه پرسشنامه ادراکات کلاسی جنتری و دیگران(2002) ، جهت‌گیری هدف الیوت و مک گری گور (2001) و راهبردهای انگیزشی یادگیری پینتریچ و دیگران(1991)  استفاده گردید. ارتباط متغیر  ها از طریق مدل یابی معادلات ساختاری آزمون شد .   یافته ها: نتایج نشان دادکه ادراکات کلاسی، پیش بینی کننده مثبت جهت‌گیری هدف، باورهای انگیزشی و عملکرد ‌تحصیلی دانشجویان بود. همچنین جهت‌گیری هدف و باورهای انگیزشی پیش بینی کننده مثبت عملکردتحصیلی بودند. نتیجه گیری: نهایتا نتایج پژوهش تایید کننده نقش معنی دار میانجی جهت‌ گیری هدف و باورهای انگیزشی در رابطه ادراکات کلاسی و عملکرد تحصیلی بود .

چکیده انگلیسی:

Introduction: The aim of the present study was to investigate the role of class perceptions in students' academic achievement with the mediating role of motivational beliefs and goal setting. Methodology: The present study was of descriptive type and its design was correlation of path analysis. For this purpose, 403 students of Farhangian University of Mashhad were selected by stratified random sampling method to collect information from three questionnaires of Gentry and Others classroom perceptions (2002), McGregor and Elliot oal orientation (2001) and motivational strategies of learning Pintrich and others ( 1991) was used. The relationship between the variables was tested by modeling structural equations. Results: The results showed that classroom perceptions were positive predictors of students' goal orientation, motivational beliefs and academic performance. Also, goal orientation and motivational beliefs were positive predictors of academic performance. Conclusion: Finally, the results of the study confirmed the significant role of mediator of goal orientation and motivational beliefs in the relationship between class perceptions and academic performance.

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