پیش بینی فرسودگی تحصیلی بر اساس باورهای¬انگیزشی با نقش واسطه¬ای پایستگی تحصیلی
محورهای موضوعی : تربیتی
روح الله صالحی تبار
1
,
رحیم داوری
2
*
,
حسین ابراهیمی مقدم
3
1 - دانشجوی دکتری روانشناسی تربیتی، دانشگاه آزاد اسلامی، رودهن، ایران.
2 - استادیار گروه روانشناسی، دانشگاه آزاد اسلامی، رودهن، ایران.
3 - دانشیار گروه روانشناسی، دانشگاه آزاد اسلامی، رودهن، ایران.
کلید واژه: باورهای انگیزشی, پایستگی تحصیلی, فرسودگی تحصیلی.,
چکیده مقاله :
هدف این پژوهش پیشبینی فرسودگی تحصیلی بر اساس باورهایانگیزشی با نقش واسطهای پایستگی تحصیلی در دانشآموزان دوره دوم متوسطه بود. طرح پژوهش توصیفی از نوع همبستگی مبتنی بر روش مدلیابی معادلات ساختاری بود. جامعة آماری شامل کلیة دانشآموزان دوره دوم متوسطه شهر همدان در سال تحصیلی ۴۰۱ -۱۴۰۰ بودند. تعداد ۳۰۴ دانشآموز با روش نمونهگیری خوشهای چند مرحلهای انتخاب شدند. برای جمعآوری دادهها از پرسشنامههای فرسودگی تحصیلی (Maslash, 2002)، راهبردهایانگیزش یادگیری (Pintrich & DeGroot, 1990) و پایستگی تحصیلی (Martin & Marsh, 2008) استفاده شد. نتایج مدلیابی معادلات ساختاری نشان داد که پایستگی تحصیلی و مولفههایکارآمدی و ارزشگذاری به صورت منفی و مستقیم، اضطراب به صورت مثبت و مستقیم فرسودگی تحصیلی را پیشبینی میکنند(0/01>p). مولفههایکارآمدی و ارزشگذاری به صورت مثبت و مستقیم، اضطراب به صورت منفی و مستقیم پایستگی تحصیلی را پیشبینی میکنند(0/01>p). مولفههای کارآمدی و ارزشگذاری به صورت منفی و اضطراب به صورت مثبت با نقش واسطهای پایستگی تحصیلی، فرسودگی تحصیلی را به پیشبینی میکنند(0/01>p).
The aim of this study was to Prediction of academic burnout based on motivational beliefs with the mediating role of academic buoyancy in students. This descriptive research was of the correlation type based on the SEM. The statistical population consisted of all 2nd grade high school students in Hamedan in the year 2022. 304 students were selected by multi-stage cluster sampling method. Data were collected using the Academic burnout (Maslash, 2002), Learning motivation strategies (Pintrich & DeGroot, 1990) and Academic buoyancy (Martin & Marsh, 2008) questionnaires. The results of structural equation modeling showed that academic buoyancy and efficiency and valuation components negatively and anxiety positively predict academic burnout directly (p<0/01). Efficiency and valuation components positively and anxiety negatively predict academic buoyancy directly (p<0/01). Efficiency and valuation components negatively and anxiety positively predict academic burnout with the mediating role of academic buoyancy (p<0/01).
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