مدل علی تأثیر ادارک از جو مدرسه بر مشغولیت تحصیلی دانشآموزان دختر با نقش واسطه‌ای انگیزه پیشرفت
محورهای موضوعی : زن و جامعهمینا عبادالهی 1 , مجید برزگر 2 *
1 - دانش آموخته دکتری، دانشکده روان شناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران
2 - دانشیار گروه روان‌شناسی، دانشکده روان شناسی و علوم تربیتی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران
کلید واژه: ادارک از جو مدرسه, مشغولیت تحصیلی, انگیزه پیشرفت, دانشآموزان دختر,
چکیده مقاله :
هدف: مشغولیت تحصیلی از جمله متغیرهای بسیار تأثیرگذار بر عملکرد و پیشرفت تحصیلی دانشآموزان است و فقدان مشغولیت تحصیلی می‌تواند پیامدهای جبران ناپذیری داشته باشد. این پژوهش باهدف بررسی نقش واسطه‌ای انگیزه پیشرفت در رابطه بین ادارک از جو مدرسه با مشغولیت تحصیلی دانشآموزان دختر انجام شد.
روش: روش پژوهش همبستگي از نوع مدل یابی معادلات ساختاری بود. جامعه آماري شامل تمامی‌دختران دانشآموز متوسطه دوم شهرستان شیراز بودند. گروه نمونه شامل 257 نفر از دانشآموزان دختر شهر شیراز بود که به روش نمونه گیری تصادفی خوشه ای انتخاب شدند. ابزارهای اندازه گیری عبارت بودند از پرسش‌نامه های مشغولیت تحصیلی و انگیزه پیشرفت و مقیاس ادارک از جو مدرسه. دادهها با استفاده از روش مدل‌يابي معادلات ساختاري تحلیل شدند.سطح معنی‌داری برای تمام آزمون‌های آماری برابر 05/0 در نظر گرفته شد
یافته ها: نتایج مدل‌یابی معادلات ساختاری نشان داد که ابعاد ادارک از جو مدرسه شامل حمایت معلم، حمایت همسالان، خودمختاری دانشآموزان و وضوح و ثبات قوانین اثر مستقیم بر انگیزه پیشرفت دارند. هم‌چنین، ابعاد ادارک از جو مدرسه بر مشغولیت تحصیلی نیز اثر مستقیم داشتند. هم‌چنین، ابعاد ادراک از جو مدرسه با واسطه انگیزه پیشرفت توانست مشغولیت تحصیلی دانشآموزان را پیش بینی کنند.
Introduction: Academic engagement is one of the most influential variables on students' academic performance and achievement and lack of academic engagement can have irreparable consequences. Therefore, the present study was conducted to investigate the mediating role of achievement motivation in the relationship between perceptions of school atmosphere and academic engagement of female students.
Methods: The research method was correlational modeling of structural equations. The statistical population included all girls of secondary school in Shiraz. The sample group consisted of 257 female students in Shiraz who were selected by cluster random sampling. Measurement instruments were Academic Engagement Questionnaire, Achievement Motivation Questionnaire and Perception Scale of School Atmosphere. Data were analyzed using structural equation modeling. Significance level for all statistical tests was p <0.05.
Findings: The results of structural equation modeling showed that the dimensions of perception of the school atmosphere were positive and significant predictors of achievement motivation. Also, the dimensions of perception of the school atmosphere were positive and significant predictors of academic engagement. In addition, achievement motivation was a significant predictor of students' academic engagement. Finally, the results showed that the dimensions of perception of the school atmosphere through the motivation of progress were able to predict students' academic engagement.
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