مدل‌یابی درگیری در درس ریاضی بر اساس انگیزش و خودکارآمدی با نقش واسطه‌ای ارزش تکلیف در دانش‌آموزان دوره ابتدایی

الموضوعات : Educational Psychology

علی عبدی ¹ , هانیه صیدی کانی عینعلی ²

1 - دانشیار علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2 - کارشناسی ارشد مدیریت آموزشی، گروه علوم تربيتی، دانشگاه پیام‌ نور، تهران، ایران، آموزگار آموزش‌وپرورش سنقر

تاريخ الإرسال : 29 الثلاثاء , ذو القعدة, 1446 تاريخ التأكيد : 01 السبت , جمادى الثانية, 1447 تاريخ الإصدار : 13 الخميس , جمادى الثانية, 1447

الکلمات المفتاحية: درگیری در ریاضی, ارزش تکلیف, خودکارآمدی ریاضی, انگیزش به یادگیری ریاضی,

ملخص المقالة :

در دنیای امروز که آموزش ریاضی به‌عنوان یکی از مهارت‌های کلیدی در رشد تحصیلی و اجتماعی اهمیت دارد، درک عوامل مؤثر بر درگیری دانش‌آموزان در این درس حیاتی است. در همین راستا پژوهش حاضر با هدف، تحلیل تأثیرات مستقیم و غیرمستقیم انگیزش و خودکارآمدی ریاضی بر درگیری در یادگیری ریاضی و نحوه تأثیرگذاری ارزش تکلیف به‌عنوان یک عامل واسطه‌ای در این فرآیند است. پژوهش حاضر از لحاظ هدف یک پژوهش توسعه­ای است و از منظر گردآوری داده‌ها، توصیفی و از نوع همبستگی است که در آن از روش مدل معادلات ساختاری استفاده شد. جامعه آماری شامل کلیۀ دانش‌آموزان پایه پنجم و ششم ابتدایی شهرستان سنقر در سال تحصیلی 1404-1403 به تعداد 2470  نفر بود که تعداد 332 نفر به عنوان نمونه به روش نمونه‌گیری تصادفی خوشه­ای انتخاب شدند. ابزارهای مورد استفاده‌ در پژوهش، پرسشنامه‌های درگیری در درس ریاضی ریم-کافمن (2010)؛ خودکارآمدی ریاضی بتز وهاکت (۱۹۸۳)، انگیزش به یادگیری ریاضی کورتر (۲۰۰۵) و ارزش تکلیف پینتریچ و دیگروت (۱۹۹۱) بود. نتایج پژوهش نشان داد که انگیزش به یادگیری ریاضی، خودکارآمدی ریاضی و ارزش تکلیف  بر درگیری در درس ریاضی اثر مستقیم مثبت و معنی‌دار دارند.، خودکارآمدی ریاضی و انگیزش به یادگیری ریاضی بر ارزش تکلیف اثر مستفیم مثبت و معنی‌دار دارند. علاوه بر این، خودکارآمدی ریاضی و انگیزش به یادگیری ریاضی هر دو به صورت غیرمستقیم توانستند درگیری در درس ریاضی را از طریق ارزش تکلیف پیش بینی کنند. در کل نتیجه شد که مدل مفهومی درگیری در ریاضی بر اساس خودکارآمدی ریاضی و انگیزش به یادگیری ریاضی با نقش واسطه‌ای ارزش تکلیف با مدل تجربی برازش دارد. یافته‌های پژوهش بر اهمیت نقش خودکارآمدی، انگیزش و ارزش تکلیف در مشارکت دانش‌آموزان در درس ریاضی تأکید دارد.

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