تأثیر سنوات تحصیلی، روان‌رنجوری و راهبردهای یادگیری خودنظم‌دهی بر فرسودگی تحصیلی: آزمون یک مدل مفهومی
محورهای موضوعی : تربیتیشهرام واحدی 1 , تورج هاشمی 2 , سینا شفیعی سورک 3
1 - عضو هیأت علمی دانشگاه تبریز
2 - عضو هیأت علمی دانشگاه تبریز
3 - دانشجوی دکتری دانشگاه تبریز
کلید واژه: دانشجویان, سنوات تحصیلی, فرسودگی تحصیلی, روان‌رنجوری, راهبردهای یادگیری خودنظم‌دهی,
چکیده مقاله :
این مطالعۀ توصیفی با هدف بررسی تأثیر سنوات تحصیلی، روان‌رنجوری و راهبردهای یادگیری خودنظم‌دهی بر فرسودگی تحصیلی برای آزمون یک مدل نظری انجام گرفت. جامعۀ آماری مطالعه، تمامی دانشجویان مقاطع کاردانی و کارشناسی دانشگاه آزاد اسلامی واحد اشکذر به حجم 1162 نفر بود. نمونۀ تحقیق 290 نفر از این دانشجویان را شامل شد که با روش نمونه‌گیری خوشه‌ای انتخاب شدند. مقیاس روان‌رنجوری (کاستا و مک‌کری، 1992)، پرسشنامۀ راهبردهای انگیزشی برای یادگیری (پینتریچ و دی‌گروت، 1990) و پرسشنامۀ فرسودگی تحصیلی (برسو و همکاران، 2007) ابزارهای پژوهش و آزمون‌های همبستگی ساده و تحلیل مسیر روش‌های آماری مورد استفاده بودند. نتایج مطالعه، همسو با فرضیه‌ها نشان داد که سنوات تحصیلی (05/0>P ) و روان‌رنجوری (01/0>P ) به شکلی مثبت و خودکارآمدی (01/0>P )، ارزشگذاری درونی (01/0>P ) و خودتنظیمی (05/0>P ) به شکلی منفی بر فرسودگی تحصیلی تأثیر دارند. همچنین توان متغیر خودتنظیمی در میانجیگری تأثیر عوامل روان‌رنجوری (05/0>P )، خودکارآمدی (01/0>P ) و ارزشگذاری درونی (05/0>P ) بر فرسودگی تحصیلی به تأیید رسید. در مجموع 58 درصد واریانس فرسودگی تحصیلی را این متغیرها تبیین می‌کند.
This descriptive study investigated the effect of Academic grades, neuroticism and self-regulated learning strategies on academic burnout to test a theoretical model. The statistical population consisted of all undergraduate students from Azad University-Ashkezar branch (1162 people). Sample of 290 students were selected using cluster sampling. Data were collected by neuroticism scale (McCrae & Costa, 1992), Motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990) and academic burnout inventory (Bresó, Salanova & Schaufeli, 2007) and were analyzed by simple correlation and path analysis. Our results, consistent with the hypotheses showed that grades (P < 0.05) and neuroticism (P < 0.01) positively and self-efficacy (P < 0.01), intrinsic value (P < 0.01) and self-regulation (P < 0.05) negatively affect academic burnout. Also neuroticism (P < 0.05), self-efficacy (P < 0.01) and intrinsic value (P < 0.05) affect academic burnout via mediator variable of self-regulation. In total, 58% of the variance of academic burnout was explained by those variables.
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