تاثیر خودکارآمدی پژوهشی بر فریبکاری تحصیلی در دانشجویان تحصیلات تکمیلی: نقش میانجی منبع مهار تحصیلی
محورهای موضوعی : تربیتی
مسعود صادقی
1
,
عزت الله قدم پور
2
,
مجید سلیمانی
3
,
سمیرا قره ویسی
4
1 - دانشيار، گروه روان شناسي، دانشکده ادبيات و علوم انساني، دانشگاه لرستان، خرم آباد، ايران.
2 - استاد، گروه روان شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران.
3 - دکتری روان شناسی تربیتی، دانشگاه لرستان و مدرس دانشگاه فرهنگیان.
4 - دانشجوی دکتری روان شناسی تربیتی، گروه روان شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران.
کلید واژه: خودکارآمدی پژوهشی, فریبکاری تحصیلی, منبع مهار تحصیلی, دانشجویان تحصیلات تکمیلی,
چکیده مقاله :
این پژوهش با هدف تاثیر خودکارآمدی پژوهشی بر فریبکاری تحصیلی در دانشجویان تحصیلات تکمیلی با میانجیگری منبع مهار تحصیلی انجام شده و روش پژوهش توصیفی و از نوع مطالعات همبستگی بوده است. جامعه آماری پژوهش را کلیه دانشجویان تحصیلات تکمیلی دانشگاههای شهر کرمانشاه (رازی، آزاد و پیام نور) در نیمسال اول سال تحصیلی 98-1397 تشکیل میدادند. از میان افراد جامعه، تعداد 384 نفر به عنوان نمونه و به روش نمونهگیری در دسترس وارد پژوهش شدند. برای جمعآوری دادهها از پرسشنامههای خودکارآمدی پژوهشی صالحی و همکاران (1391)، پرسشنامه تقلب دانشگاهی علیوردینیا و همکاران (1394) و پرسشنامه منبع مهار تحصیلی ترایس (1985) استفاده شد. جهت پاسخگویی به فرضیات پژوهش از مدل معادلات ساختاری به کمک نرمافزار Amos 18 استفاده گردید. یافتههای پژوهش نشان دادند منبع مهار تحصیلی درونی در میزان تاثیرگذاری خودکارآمدی پژوهشی بر فریبکاری تحصیلی نقش میانجی ندارد اما منبع مهار تحصیلی بیرونی به عنوان یک متغیر میانجی موجب افزایش فریبکاری تحصیلی میشود. بر اساس نتایج پژوهش میتوان گفت، الزام دانشجویان تحصیلات تکمیلی به پژوهش میتواند باعث افزایش فریبکاری تحصیلی در آنان شود.
This study was done to investigate the effect of research self-efficacy on academic cheating in graduate students with the mediation of academic locus of control and the research method has been descriptive and it is a correlational study. The statistical population of the study consisted of all graduate students of Kermanshah universities (Razi, Azad, and Payam-Noor) in the first semester of the 2018-2019 academic years. Among the members of the community, a total of 384 people entered the study as samples and researched by the available sampling method. Salehi et al.'s (2011) research self-efficacy questionnaire, Aliverdi Nia et al.'s (2015) academic cheating questionnaire and trice's (1985) academic locus of control questionnaire were used to collect data. The structural equation model with the help of Amos 18 software was used to answer the research hypotheses. The research findings showed that internal academic locus of control does not play a mediating role in the effect of research self-efficacy on academic cheating, but the external academic locus of control as a mediating variable increases academic cheating. Based on the results of the research, it can be said that the requirement of graduate students to research can increase their academic cheating.
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