رابطه خودکارآمدی ریاضی با انگیزه تحصیلی با تأکید بر نقش تعدیل گر جنسیت و رشته تحصیلی
محورهای موضوعی : تربیتی
نیمتاج سیاح سیاری
1
,
محمد مهدی شریعت باقری
2
,
فرح لطفی کاشانی
3
1 - دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد تهران مرکز، تهران، ایران
2 - استادیار گروه روانشناسی بالینی- تربیتی، واحد تهران مرکز، دانشگاه آزاد اسلامی، تهران، ایران
3 - دانشیار، واحد علوم پزشکی واحد تهران، دانشگاه آزاد اسلامی، تهران، ایران
کلید واژه: خودکارآمدی ریاضی, انگیزش تحصیلی, جنسیت, رشته تحصیلی, دانشجویان,
چکیده مقاله :
پژوهش حاضر با هدف بررسی رابطه خودکارآمدی ریاضی با انگیزه تحصیلی با تاکید بر نقش تعدیلگر جنسیت و رشته تحصیلی در دانشجویان انجام شده است. روش پژوهش توصیفی -همبستگی بود. جامعه آماری شامل کلیه دانشجویان کارشناسی دانشگاههای آزاد اسلامی استان تهران در سال تحصیلی 1399-1398 بود که تعداد 300 نفر با روش تصادفی خوشهای چند مرحلهای به عنوان نمونه انتخاب شد. ابزار پژوهش شامل پرسشنامه محقق ساخته خودکارآمدی ریاضی و پرسشنامه انگیزش تحصیلی والرند (valerand,1992) بود. نتایج آزمون همبستگی نشان داد هر چهار مؤلفه پرسشنامه، با مؤلفه انگیزش درونی و بیرونی پرسشنامه مذکور به صورت مثبت و با بی انگیزگی تحصیلی به صورت منفی و در سطح معناداری 01/0 همبسته میباشند. نتایج آزمون z فیشر نشان داد، جنسیت به صورت معنادار رابطه بین مؤلفه‌های خودکارآمدی ریاضی و استرس خودکارآمدی ریاضی و انگیزش تحصیلی بیرونی را تعدیل میکند. نوع رشته تحصیلی رابطه بین مؤلفه استرس ریاضی، خودکارآمدی کلی ریاضی، و اضطراب ریاضی با انگیزش تحصیلی بیرونی را به صورت معنادار تعدیل میکند.
The present study aimed to investigate the relationship between Mathematical Self-Efficacy and Academic Motivation with emphasis on the role of gender in students. The research method was descriptive correlation. The statistical population included all undergraduate students of Islamic Azad Universities of Tehran province in the academic year 1398-1399. 300 participants were selected as a sample by multi-stage cluster random sampling method. Instruments included self-made Mathematical Self-efficacy Questionnaire and Academic Motivation Scale (AMS) (Vallerand et.al, 1992). The results showed that all four components of The self-made Questionnaire were positively correlated with the Intrinsic and Extrinsic Motivation components in Vallerand Questionnaire and negatively correlated with Amotivation at the %1 level. The results of fisher test showed that gender significantly moderated the relationship between the components of Mathematical Self-Efficacy and Mathematical Self-Efficacy Stress and Extrinsic Academic Motivation. The type of academic discipline significantly modulated the link between the components of Mathematical Stress, General Mathematical Self-Efficacy, and Mathematical Anxiety with Extrinsic Academic Motivation
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