رابطه خودکارآمدی تحصیلی با سرزندگی تحصیلی: نقش میانجی‌گرانه نیازهای روانشناختی پایه
محورهای موضوعی : روانشناسی تربیتیحسنعلی ویسکرمی 1 , فضل‌الله میردریکوند 2 , سمیرا قره‌ویسی 3 , مجید سلیمانی 4
1 - استادیار گروه روانشناسی، دانشگاه لرستان، دانشکده ادبیات و علوم انسانی، گروه روانشناسی، خرمآباد، ایران
2 - دانشیار گروه روانشناسی، دانشگاه لرستان، دانشکده ادبیات و علوم انسانی، گروه روانشناسی، خرمآباد، ایران
3 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، دانشکده ادبیات و علوم انسانی، گروه روانشناسی، خرمآباد، ایران
4 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه لرستان، دانشکده ادبیات و علوم انسانی، گروه روانشناسی، خرمآباد، ایران
کلید واژه: خودکارآمدی تحصیلی, سرزندگی تحصیلی, نیازهای روانشناختی پایه,
چکیده مقاله :
هدف از پژوهش حاضر بررسی نقش میانجی نیازهای روانشناختی پایه در رابطه بین خودکارآمدی تحصیلی و سرزندگی تحصیلی بود. روش پژوهش توصیفی و از نوع همبستگی بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دختر مقطع متوسطه دوم شهر سنندج در سال تحصیلی 98-97 بود که با روش تصادفی چندمرحله ای تعداد 364 دانش آموز وارد نمونه شدند. ابزار پژوهش حاضر خودکارآمدی تحصیلی، سرزندگی تحصیلی و نیازهای روانشناختی پایه بود. برای تجزیه و تحلیل داده ها از نرم‌افزار آماری AMOS-22 استفاده شد. نتایج نشان داد، خودکارآمدی تحصیلی با سرزندگی تحصیلی رابطه مثبت دارد و بر آن تأثیر می گذارد. همچنین خودکارآمدی تحصیلی با نیازهای روانشناختی پایه رابطه مثبت دارد و بر آن تأثیر می گذارد. یافته دیگر نشان داد، نیازهای روانشناختی پایه با سرزندگی تحصیلی رابطه مثبت دارد و بر آن تأثیر می گذارد. یافته نهایی نشان داد، نیازهای روانشناختی پایه در رابطه بین خودکارآمدی تحصیلی و سرزندگی تحصیلی، نقش میانجی دارد. آموزش خودکارآمدی و توجه به نیازهای روانشناختی پایه دانش‌آموزان بر سرزندگی تحصیلی آنها تأثیرگذار خواهد بود. بنابراین انتظار می رود والدین دانش‌آموزان و معلمان آنها شرایطی را فراهم آورند تا نیازهای روانشناختی پایه و نگرش مثبت درباره توانایی انجام موفقیت آمیز یک فعالیت در آنها تقویت شود. در این صورت دانش‌آموزان در رویارویی با چالش های تحصیلی، راه حل های مؤثر و سازگارانه ای را انتخاب خواهند کرد.
The purpose of this study was to investigating the mediating role of basic psychological needs in the relationship between academic self-efficacy and academic buoyancy. It was a descriptive and correlational study and the statistical population included all female high school students in the city of Sanandaj, in the school year of 2018-19. Three hundred thirty-six students were selected using multi-stage random sampling. The instrument were academic self-efficacy, academic buoyancy, and basic psychological needs questionnaires. AMOS-22 statistical software was used for data analysis. The results showed that academic self-efficacy was positively related to and influenced by academic buoyancy. Academic self-efficacy was also positively related to and influenced by basic psychological needs. Moreover, basic psychological needs were positively related to and influenced by academic buoyancy. Finally, basic psychological needs played a mediating role in the relationship between academic self-efficacy and academic buoyancy. Self-efficacy training and attention to the basic psychological needs of students will affect their academic buoyancy. Therefore, it is expected that students' parents and their teachers will provide them with the necessary basic psychological needs and positive attitudes about their ability to successfully perform an activity. Students will then find effective and adaptive solutions to their academic challenges.
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_||_Arabzadeh, M. (2017). Relationship between Basic Psychological Needs and Mental Vitality in the Elderly. Salmand: Iranian Journal of Ageing. 12 (2), 170-179 [In Persian].
Bahrami, F., & Badri, M. (2018). The Relationship between the Perception of Learning Environment and Academic Buoyancyt through Mediating cognition, metacognition, achievement motive and self-efficacy among students. Biqartely Journal of Cognitive Strategies in Leaning. 5(9), 189-212. doi: 10.22084/j. psychogy, [In Persian].
Bandak, M., Malki, H., Abasour, A., & Ebrahimi qavam, S. (2015). Investigating the Impact of Life Skills Training on Academic Self–efficacy. Educational Psychology, 11(37), 19-33 [In Persian].
Bandura, A. (1977). Self-Efficacy: The exercise of control. New York: Freedom.
Bandura, A. (1991). Social cognitive theory of self-regulation. Organizational behavior and human decision processes, 50(2), 248-287.
Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of personality and social psychology, 41(3), 586.– 598.
Başol, G. (2010). Validity and reliability of Turkish form of children's self-efficacy scale on Turkish primary school students. Procedia-Social and Behavioral Sciences, 2(2), 4082-4086.
Comerford, J.; Batteson, T. & Tormey, R. (2015). Academic buoyancy in second level schools: insights from Ireland. Journal of Social and Behavioral Sciences, 197, 98-103.
Deci, E. L., & Ryan, R. M. (2011). Levels of analysis, regnant causes of behavior and well-being: The role of psychological needs. Psychological Inquiry, 22(1), 17-22.
Dehghanizadeh, M. H., & Hossein Chari, M. (2012). Academic buoyancy and perception of the family communication model: The Mediating Role of Self-Efficacy. Journal of Teaching and Learning researches. 4 (2), 47-21 [In Persian].
Eghdami, Z., & Yousefi, F. (2018). Relationship between basic psychological needs and academic engagement with mediating role of self-efficacy. Journal of Educational Psychology Studies, 15(29), 37-72. doi: 10.22111/jeps.2018.3608 [In Persian].
Faraji, N. (2014). Study of the relationship between basic psychological needs and self-knowledge with self-regulation of learning and emotion. Master's thesis. Faculty of Psychology and Educational Science. University of Tehran [In Persian].
Festco, T., & McClure, J. (2005). Educational psychology: An integrated approach to classroom decisions. New York: Pearson.
Filak, V. F., & Sheldon, K. M. (2003). Student psychological need satisfaction and college teacher-course evaluations. Educational psychology, 23(3), 235-247.
Fouladi, A., Kajbaf, M. B., & Ghamarani, A. (2018). Effectiveness of Academic Buoyancy Training on Academic Success and Academic Self-Efficacy of Girl Students. Journal of Instruction and Evaluation, 11(42), 37-53 [In Persian].
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic adjustment of children with learning disabilities. The Arts in psychotherapy, 37(2), 97-105.
Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and emotion, 27(3), 199-223.
Gholamali lavasani, M., Khezri azar, H., Amani, J., & Alizadeh, S. (2011). Academic Achievement in University: The Role of Basic Psychological Needs and Identity Styles. Training & Learning Researches. 18 (1), 25-38 [In Persian].
Hashemi Nosrat Abad, T., Vahedi, SH., & Amani Saribagloo, J. (2015). School Culture, Basic Psychological Needs and Students' Academic Performance: Testing a Causal Model. Research on learning and virtual school. 2 (6), 71-80 [In Persian].
Jinks, J., & Morgan, V. (1999). Children's perceived academic self-efficacy: An inventory scale. The Clearing House, 72(4), 224-230.
keyhan, J., & Kazem zadeh beytali, M. (2018). The effect of teacher autonomy support and causality orientations of autonomy on educational alienation of second grade high school students with mediating role basic psychological needs. Knowledge & Research in Applied Psychology, 19(3), 90-100 [In Persian].
keyhan, J., & Kazemzadehbeytali, M. (2018). The effect of teacher autonomy support and causality orientations of autonomy on educational alienation of second grade high school students with mediating role basic psychological needs. Knowledge & Research in Applied Psychology, 19(3), 90-100 [persian].
La Guardia, J. G., Ryan, R. M., Couchman, C. E., & Deci, E. L. (2000). Within-person variation in security of attachment: A self-determination theory perspective on attachment, need fulfillment, and well-being. Journal of Personality and Social Psychology, 79(3), 367-384.
Martin, A. J., & Marsh, H. W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43(3), 267-281.
Martin, A. J., & Marsh, H. W. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment, 26(2), 168-184.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131.
Miserandino, M. (1996). Children who do well in school: Individual differences in perceived competence and autonomy in above-average children. Journal of educational psychology, 88(2), 203-214.
Moradi, M., Dehghani zadeh, M. H., & Soleymani Kheshab, A. A. (2015). Perceived social support and academic buoyancy; the mediating role of academic self-efficacy beliefs. Journal of Teaching and Learning Studies. 7 (1), 1-24 [In Persian].
Pintrich, P.R, & DeGroot, E, V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Rahimi, M., & Zarei, E. (2016). The Role of Adult Attachment Dimensions in Academic Buoyancy with the Mediation of Coping Eelf-efficacy and Perfectionism Dimensions. Research in School and Virtual Learning, 3(12), 57-69 [In Persian].
Reisy, J., Dehghani, M., Javanmard, A., Shojaei, M., & Naeimian, P. M. (2014). Analysis of the mediating effect of academic buoyancy on the relationship between family communication pattern and academic buoyancy. Journal of Educational and Management Studies, 4(1), 64-70.
Sadoughi, M. (2018). The Relationship between Academic Self-Efficacy, Academic Resilience, Academic Adjustment, and Academic Performance among Medical Students. Education Strategies in Medical Sciences. 11 (2), 7-14 [In Persian].
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