نقش میانجی تعارض معلم- شاگرد در رابطه بین مسولیت پذیری و فرسودگی تحصیلی
الموضوعات :
1 - هیات علمی دانشگاه آزاد اسلامی تهران مرکز
الکلمات المفتاحية: فرسودگی تحصیلی, مسئولیت‌پذیری تحصیلی, تعارض معلم- شاگرد,
ملخص المقالة :
دانش‌آموزان در فرایند یادگیری، به دلیل استرس، فشار درسی و یا دیگر عوامل روانی، حالتی از خستگی عاطفی، تمایل به زوال شخصیت و احساس موفقیت شخصی پایین را بروز می‌دهند. پژوهش حاضر با هدف بررسی ارتباط علّی فرسودگی تحصیلی و مسئولیت‌پذیری تحصیلی با نقش میانجیگری تعارض معلم- شاگرد در دانش‌آموزان دوره متوسطه شهر تهران انجام شد. روش پژوهش از نوع همبستگی و دادهها از طریق مدل‌سازی معادلات ساختاری تحلیل شد. جامعه آماری شامل دانش‌آموزان سال دوم مقطع متوسطه شهر تهران بود که از میان آنان 400 نفر به صورت نمونه گیری چند مرحله ای انتخاب شدند. ابزار پژوهش شامل پرسشنامه فرسودگی تحصیلی، پرسشنامه مسئولیت‌پذیری دانش‌آموزان و پرسشنامه تعارض معلم- شاگرد بود. نتایج پژوهش نشان دادمدل پژوهش برازندگی قابل قبولی با دادهها دارد. تأثیر مستقیم مسئولیت‌پذیری تحصیلی و تعارض معلم- شاگرد بر فرسودگی تحصیلی در سطح 01/0 معنادار بود و تأثیر غیر مستقیم مسئولیت‌پذیری تحصیلی با میانجیگری تعارض معلم- شاگرد بر آن در سطح 05/0 معنادار بود.این مدل می‌تواند رابطه بین مسولییت پذیری و فرسودگی تحصیلی را با میانجیگری تعارض معلم- دانش آموز را به خوبی پیش‌بینی کند و به منظور پیشگیری مورد استفاده قرار گیرد.
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