نقش واسطه ای فرایندهای نظام خود و هیجان های تحصیلی در رابطه بین محیط حامی خودپیروی و درگیری تحصیلی
الموضوعات :
فریده یوسفی
1
(دانشیار)
مریم بردبار
2
(دانشجوی دکتری)
الکلمات المفتاحية: درگیری تحصیلی, محیط حامی خودپیروی, فرایندهای نظام خود, هیجان تحصیلی, نیازهای بنیادین روان‌شناختی,
ملخص المقالة :
هدف این پژوهش تعیین نقش واسطه‌ای فرایندهای نظام خود و هیجان‌های تحصیلی در رابطه میان محیط حامی خودپیروی و درگیری تحصیلی بود. نمونه پژوهش شامل 416 نفر (233 زن و 183 مرد) از دانشجویان دانشگاه شیراز و ابزارهای پژوهش شامل پرسشنامه درگیری تحصیلی (ریو، 2013)، مقیاس نیازهای بنیادین روان‌شناختی (گانیه، 2003)، پرسشنامه محیط حامی خودپیروی (آسور و دیگران، 2002؛ آسور 2012)، مقیاس هیجان امید (پکران و دیگران، 2002)، پرسشنامه کنجکاوی (لیتمن و دیگران، 2010) و پرسشنامه همدلی (وسن و دیگران، 2016) بود. یافتهها نشان داد محیط حامی خودپیروی اثر مستقیم بر فرایندهای نظام خود و درگیری تحصیلی و اثر غیرمستقیم، به واسطه فرایندهای نظام خود و هیجان‌های تحصیلی، بر درگیری تحصیلی دارد. این متغیر، به واسطه فرایندهای نظام خود، اثر غیرمستقیم بر هیجان‌های تحصیلی داشت. فرایندهای نظام خود، اثر مستقیم بر هیجان‌های تحصیلی و درگیری تحصیلی و همچنین به واسطه هیجان‌های تحصیلی، اثر غیرمستقیم بر درگیری داشت. هیجان‌های تحصیلی نیز دارای اثری مثبت و معنادار بر درگیری تحصیلی بود. بر این اساس، فرایندهای نظام خود و هیجان‌های تحصیلی نقش واسطه‌ای بین محیط حامی خودپیروی و درگیری تحصیلی ایفا میکند
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