اثر پیشبینی کنندگی خوشبینی تحصیلی و ادراک شایستگی بر درگیري تحصیلی: بررسی نقش واسطهای ثبات قدم
اثر پیشبینی کنندگی خوشبینی تحصیلی و ادراک شایستگی بر درگیری تحصیلی: بررسی نقش واسطهای ثبات قدم
الموضوعات : Educational Psychology
محمد علی محمدی فر
1
,
فاطمه خداپناه
2
1 - استادیار گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی مهدیشهر، دانشگاه سمنان، سمنان، ایران
2 - دانشکده علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران.
الکلمات المفتاحية: خوشبینی تحصیلی, شایستگی ادراک شده, درگیري تحصیلی, ثبات قدم,
ملخص المقالة :
پژوهش حاضر با هدف بررسی اثر پیشبینی کنندگی خوشبینی تحصیلی و ادراک شایستگی بر درگیري تحصیلی با نقش واسطهای ثبات قدم در دانشآموزان انجام شد. طرح این پژوهش توصیفی و از نوع همبستگی بود. جامعه آماری شامل دانش آموزان دورهی دوم متوسطه شهر تهران بود که در سال تحصیلی 1404-1403 مشغول به تحصیل بودند. 244 دانشآموز با روش نمونهگیری تصادفی خوشهای چندمرحلهای انتخاب شدند. پرسشنامه ثبات قدم - فرم کوتاه داکورث و کویین (2009)، پرسشنامه خوش بینی تحصیلی توسط اسچنن- موران و همکاران (2013)، مقياس ادراک شایستگی توسط هارتر (1985) و درگیری تحصیلی اترخت کارمونا هالتی و همکاران (2019) جهت جمعآوری دادهها استفاده شد. بررسی و ارزیابی الگوی پیشنهاد شده با روش معادلات ساختاری انجام گرفت. نتایج نشان داد بین درگیری تحصیلی و خوشبینی تحصیلی (001/0< P، 58/0 r =)، شایستگی ادراک شده (001/0< P، 58/0 r =)، ثبات قدم (001/0< P ، 54/0 r =) و بین خوشبینی تحصیلی و ثبات قدم (001/0< P ، 46/0 r =) و شایستگی ادراک شده و ثبات قدم (001/0< P، 59/0 r =) رابطهی معنادار وجود دارد. نتایج نشان داد که در رابطه بین خوشبینی تحصیلی و شایستگی ادراک شده بر درگیري تحصیلی، ثبات قدم میانجیگری میکنند. نتایج نشان داد که در رابطه بین خوشبینی تحصیلی و شایستگی ادراک شده بر درگیری تحصیلی، ثبات قدم نقش واسطهای ایفا میکند. یافتههای این پژوهش نشان داد دانشآموزانی که خوشبینی تحصیلی و شایستگی ادراک شده بالا دارند، از درگیری تحصیلی بهتری برخوردار بودند و ثبات قدم بیشتری را در تحصیل تجربه کردهاند.
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