مدل علّی پیش‌بینی اشتیاق تحصیلی بر اساس مهارت‌های حل مسئله با واسطه‌گری خودپنداره تحصیلی دانش‌آموزان

محورهای موضوعی : فصلنامه زن و جامعه

حسین افلاکی فرد ¹ , محمد قلعه نویی ² , ذکیه فتاحی ³

1 - گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران
2 - آموزشگاه شهید مظفر بلی کوهی، آموزش و پرورش درودزن، ایران
3 - استادیار، گروه علوم انسانی، واحد مرودشت، دانشگاه آزاد اسلامی،مرودشت، ایران

تاریخ دریافت : 1402/11/06 تاریخ پذیرش : 1403/02/06 تاریخ انتشار : 1403/02/01

کلید واژه: ", اشتیاق تحصیلی", مهارت‌های حل مسئله", خودپنداره تحصیلی",

چکیده مقاله :

مقدمه: هدف از پژوهش حاضر پیش‌بینی اشتیاق تحصیلی بر اساس مهارت‌های حل مسئله با واسطه‌گری خودپنداره تحصیلی در دانش‌آموزان بود.
روش­: پژوهش حاضر از نظر هدف کاربردی و از لحاظ روش توصیفی-همبستگی با مدل معادلات ساختاری است. جامعه آماری این پژوهش متشکل از تمامی دانش‌آموزان دانش‌آموزان دختر متوسطه اول شهر مرودشت در سال تحصیلی 1402- 1401 بود. برای نمونه‌گیری از روش نمونه‌گیری خوشه‌ای مرحله‌ای استفاده شد. بدین‌صورت که ابتدا از بین مدارس متوسطه اول، 3 مدرسه به صورت تصادفی انتخاب و سپس از هر مدرسه 2 کلاس انتخاب شد و تمامی دانش‌آموزان آن کلاس‌ها (160 نفر) پرسشنامه‌ها را تکمیل نمودند. ابزار سنجش شامل پرسشنامه اشتیاق تحصیلی فریدل و پاریس، مهارت‌های حل مسئله هپنر و پترسن و خودپنداره تحصیلی یس یسن چن بود. تحلیل داده‌ها در دو سطح آمار توصیفی و آمار استنباطی انجام شده است. در سطح توصیفی از میانگین و انحراف معیار و در سطح استنباطی از رگرسیون چند متغیره به روش متوالی هم‌زمان بر اساس مدل بارون و کنی (1986) و معادلات ساختاری استفاده شده است.
یافته­ها: یافته‌ها حاکی از آن بود که مهارت‌های حل مسئله با واسطه‌گری خودپنداره تحصیلی دانش‌آموزان قادر به پیش‌بینی اشتیاق تحصیلی دانش‌آموزان است. همچنین مدل از برازش قابل قبولی برخوردار بود.
نتیجه­گیری: تقویت و توسعه مهارت‌های حل مسئله و افزایش خودپنداره تحصیلی دانش‌آموزان می‌تواند به بهبود اشتیاق و علاقه آنها به مسیرهای آموزشی و تحصیلیشان کمک کند. بنابراین، ارائه برنامه‌های آموزشی مناسب و استراتژی‌هایی در محیط‌های مدرسه و خانواده با هدف ارتقاء مهارت‌های حل مسئله و توسعه خودپنداره تحصیلی می‌تواند تأثیر مثبتی بر اشتیاق تحصیلی دانش‌آموزان داشته باشد.

چکیده انگلیسی:

The aim of the present research was to predict academic engagement based on problem-solving skills, mediated by academic self-concept in female high school students. This applied study utilized a descriptive-correlational approach with structural equation modeling. The population of this research included all female high school students in Marvdasht during the academic year 1401-1402. A clustered random sampling method was employed, where three schools were randomly selected, and two classes from each school were chosen, totaling 160 students who completed the questionnaires. The measurement tools included the academic engagement questionnaire by Fredell and Paris, problem-solving skills by Heppner and Petersen, and academic self-concept by Yessen and Chen. Data analysis was conducted at two levels, descriptive statistics and inferential statistics. Descriptive analysis involved examining means and standard deviations, while inferential analysis utilized multivariate regression through the Baron and Kenny (1986) model and structural equation modeling with LISREL and SPSS software. The findings indicated that problem-solving skills, mediated by academic self-concept, were able to predict students' academic engagement. Furthermore, the model demonstrated an acceptable fit.

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