بررسی نقش واسطه‌گری انگیزش تحصیلی در رابطة بین خودکارآمدی و اهمال‌کاری تحصیلی

الموضوعات :

اعظم چراغی ¹ , فریده یوسفی ²

1 - کارشناس ارشد روان‌شناسی، دانشگاه شیراز، شیراز، ایران.
2 - عضو هیئت‌علمی دانشگاه شیراز، شیراز، ایران.

تاريخ الإرسال : 06 الجمعة , ذو القعدة, 1436 تاريخ التأكيد : 28 الأحد , جمادى الأولى, 1440 تاريخ الإصدار : 19 السبت , شوال, 1440

الکلمات المفتاحية: انگیزش تحصیلی, خودکارآمدی, اهمال‌کاری تحصیلی,

ملخص المقالة :

هدف اصلی این پژوهش بررسی نقش واسطه گری انگیزش (درونی و بیرونی) تحصیلی در رابطة بین ابعاد خودکارآمدی و اهمال‌کاری تحصیلی دانش آموزان دورة راهنمایی شهر شیراز بود. به این منظور پرسشنامه های خودکارآمدی (موریس، 2002)، انگیزش تحصیلی (بحرانی، 1388) و اهمال‌کاری تحصیلی (شر و استرمن، 2002) به 481 دانش آموز (217 دختر و 264 پسر) که به روش نمونه گیری تصادفی خوشه ای چندمرحله‌ای انتخاب شده بودند، ارائه شد. روایی و پایایی پرسشنامه‌ها با استفاده از ضریب آلفای کرونباخ و همبستگی بین نمره کل و گویه‌ها و نیز به‌کارگیری تحلیل عاملی، رضایت‌بخش بود. برای تحلیل داده‌ها از ضریب همبستگی پیرسون و روش تحلیل مسیر با به‌کارگیری نرم‌افزار AMOS استفاده شد. نتایج نشان دادند که خودکارآمدی تحصیلی به نحو مستقیم و معنی‌دار توانست انگیزش درونی (001/0>p، 52/0=β)، انگیزش بیرونی (001/0>p، 16/0- =β)، و اهمال‌کاری تحصیلی (001/0>p، 36/0- =β)، را پیش‌بینی کند. خودکارآمدی هیجانی نیز توانست انگیزش درونی (001/0>p، 14/0=β)، و اهمال‌کاری تحصیلی (001/0>p، 13/0- =β)، را به نحو مستقیم و معنادار پیش‌بینی نماید. نقش واسطه‌ای انگیزش تحصیلی در مسیر خودکارآمدی تحصیلی به اهمال‌کاری تحصیلی با استفاده از آزمون بوت استروپ معنادار بود (005/0>p).

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