نقش ادراکات کلاسی درعملکرد تحصیلی با میانجی گری جهت گیری هدف و باورهای انگیزشی

الموضوعات :

محمد محمدی پور ¹ , علی اصغر سرائی ² , محمود جاجرمی ³

1 - گروه روان شناسی ،واحد قوچان،دانشگاه آزاد اسلامی، قوچان،ایران
2 - دانشجوی دکترای روان شناسی تربیتی، واحد بجنورد،دانشگاه آزاد اسلامی، بجنورد،ایران.
3 - گروه روان شناسی ،واحد بجنورد،دانشگاه آزاد اسلامی، بجنورد،ایران.

تاريخ الإرسال : 01 السبت , صفر, 1439 تاريخ التأكيد : 25 الأربعاء , ذو الحجة, 1442 تاريخ الإصدار : 15 الإثنين , محرم, 1443

الکلمات المفتاحية: باورهای انگیزشی, ادراکات کلاسی, جهت ‌گیری هدف, عملکرد تحصیلی و دانشجویان,

ملخص المقالة :

چکیده مقدمه و هدف: هدف از  پژوهش حاضر ، بررسی نقش ادراکات کلاسی در پیشرفت تحصیلی دانشجویان با نقش میانجی باورهای انگیزشی وجهت‌گیری هدف بود روش شناسی: پژوهش حاضر از نوع توصیفی وطرح آن نیز همبستگی از نوع تحلیل مسیر بود. بدین منظور 403 نفر از دانشجویان دانشگاه فرهنگیان  مشهد با روش  نمونه گیری تصادفی طبقه‌ای انتخاب شدند وجهت جمع آوری اطلاعات از سه پرسشنامه ادراکات کلاسی جنتری و دیگران(2002) ، جهت‌گیری هدف الیوت و مک گری گور (2001) و راهبردهای انگیزشی یادگیری پینتریچ و دیگران(1991)  استفاده گردید. ارتباط متغیر  ها از طریق مدل یابی معادلات ساختاری آزمون شد .   یافته ها: نتایج نشان دادکه ادراکات کلاسی، پیش بینی کننده مثبت جهت‌گیری هدف، باورهای انگیزشی و عملکرد ‌تحصیلی دانشجویان بود. همچنین جهت‌گیری هدف و باورهای انگیزشی پیش بینی کننده مثبت عملکردتحصیلی بودند. نتیجه گیری: نهایتا نتایج پژوهش تایید کننده نقش معنی دار میانجی جهت‌ گیری هدف و باورهای انگیزشی در رابطه ادراکات کلاسی و عملکرد تحصیلی بود .

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