بررسی نقش میانجی ارضای نیازهای روان‌شناختی پایه در رابطه بین ابعاد الگوهای ارتباطی خانواده و ادراک از محیط کلاس با خودتنظیمی تحصیلی در دانش‌آموزان

محورهای موضوعی : تکتونواستراتیگرافی

مروارید بزرگ پوری ¹ (روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران)
اذرمیدخت رضایی ² (عضو هیات علمی دانشگاه آزاد اسلامی واحد مرودشت)
مریم کورش نیا ³ (هیات علمی / دانشگاه آزاد)
سلطانعلی کاظمی ⁴ (دانشیار، گروه روانشناسی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.)

تاریخ دریافت : 1399/03/11 تاریخ پذیرش : 1399/04/30 تاریخ انتشار : 1399/11/01

کلید واژه: الگوهای ارتباطی خانواده, خود تنظیمی تحصیلی, نیازهای پایه روان‌شناختی, ادراک کلاس,

چکیده مقاله :

مقدمه و هدف:  آموزش ‌و پرورش سالیانه هزینه قابل ‌توجهی صرف تحصیل دانش‌آموزان می‌کند و افت تحصیلی دانش‌آموزان علاوه بر اینکه موجب هدر رفت هزینه‌های کشور می‌شود منابع نیروی انسانی نسل آینده را در معرض خطر قرار می‌دهد؛ بنابراین این مطالعه با هدف بررسی نقش میانجی ارضای نیازهای روان ‌شناختی در رابطه بین الگوهای ارتباطی خانواده و ادراک از محیط کلاس با خودتنظیمی تحصیلی صورت گرفت.
مواد و روش­ها: در این مطالعه توصیفی-همبستگی تعداد 225 دانش‌آموز دختر دوره دوم متوسطه از میان دانش‌آموزان مدارس شهر شیراز به روش تصادفی خوشه‌ای انتخاب شدند. شرکت‌کنندگان پرسشنامه‌های ارضاء نیازهای روان‌شناختی گانیه (2003)، الگوهای ارتباطی خانواده کوئرنر و فیتزپاتریک (2002)، خودتنظیمی تحصیلی سواری و عرب زاده (1392) و ادراک از محیط کلاس جنتری، گبل و ریزا (2002) را تکمیل کردند. یافته‌ها با استفاده از نرم‌افزارهای SPSS-20 و SMART-PLS-3 با روش آماری معادلات ساختاری و ضریب همبستگی پیرسون تجزیه تحلیل شدند.
یافته­ها: . نتایج به دست آمده نشان داد ارضای نیازهای روان‌شناختی پایه، جهت‌گیری گفت‌وشنود و ادراک از محیط کلاس با خودتنظیمی تحصیلی ارتباط معناداری دارند (05/0 > p). همچنین، ارضای نیازهای روان‌شناختی پایه بین جهت‌گیری گفت‌وشنود و ادراک از محیط کلاس با خودتنظیمی تحصیلی نقش واسطه ‌ایفا کرد.
بحث و نتیجه­گیری: بنابراین بر اساس یافته‌های به دست آمده در این مطالعه می‌توان گفت که جدا از عوامل اثرگذار خانوادگی و آموزشی، ارضای نیازهای روان‌شناختی به عنوان یک متغیر واسطه‌گر در جهت بهبود عملکرد تحصیلی نقش داشته و می‌بایست در جهت بهبود خود تنظیمی تحصیلی مد نظر قرار گیرد.

چکیده انگلیسی:

Introduction:The education organization spends a significant amount of money annually on student education, and the drop in students, in addition to wasting the country's expenses, jeopardizes the resources of the next generation of manpower. Therefore, this study aimed to investigate the mediating role of basic psychological needs satisfaction in the relationship between the dimensions of family communication patterns and perception of the classroom environment with academic self-regulation.
Materials and Methods:For this purpose, in this descriptive-analytical study, 225 female high school students were selected from Shiraz school students by cluster random sampling method. Participants completed basic psychological needs satisfaction questionnaire (Gagné, 2003), family communication patterns questionnaire (Koerner & Fitzpatrick, 2002), academic self-regulation questionnaire (Savari, Arabzadeh, 2012), and perception of the classroom environment questionnaire (Gentry, Gable and Rizza, 2002). The findings were analyzed using SPSS-20 and SMART-PLS-3 software using statistical method of structural equations and Pearson correlation coefficient.
Findings:The results showed that satisfying basic psychological needs, conversation orientation and perception of the classroom environment were significantly related to academic self-regulation (p < 0.05). Satisfying the basic psychological needs between conversation orientation and perception of the classroom environment played a mediating role in academic self-regulation.
Conclusion: Based on the findings of this study, it can be said that apart from influential family and educational factors, satisfying psychological needs as an intermediary variable has a role in improving academic performance and should be considered to improve academic self-regulation.

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