مدل ساختاری پیش‌بینی اشتیاق تحصیلی بر اساس راهبرد خودتنظیمی با میانجی‌گری هوش هیجانی در دانش‌آموزان دورۀ دوم متوسطۀ شهرستان مریوان
الموضوعات :
علی مصطفی زاده
1
(دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه آزاد اسلامی واحد اراک، مرکزی، ایران.)
داوود تقوایی
2
(دانشیار گروه روان‌شناسی تربیتی، دانشگاه آزاد اسلامی‌واحد اراک، مرکزی، ایران.)
ذبیح پیرانی
3
(استادیار روان شناسی اربیتی دانشگاه آزاد واحد اراک، ایران)
الکلمات المفتاحية: خودتنظیمی, اشتیاق تحصیلی, هوش هیجانی, دانش‌آموزان دورۀ دوم متوسطه,
ملخص المقالة :
هدف این پژوهش، مدل ساختاری اشتیاق تحصیلی براساس راهبرد خودتنظیمی‌با میانجی‌گری هوش هیجانی دانش آموزان دورۀ دوم متوسطۀ شهر مریوان بود. پژوهش به روش همبستگی و تحلیل مدل ساختاری اجرا شد. جامعۀ آماری شامل تمام دانش آموزان دورۀ دوم متوسطه در سال تحصیلی 1399-1398 شهر مریوان و گروه نمونه شامل 330 نفر (174 پسر، 156 دختر) بودند که به صورت تصادفی با روش نمونه گیری خوشه ای چندمرحله ای انتخاب شدند. برای گردآوری داده‌های تحقیق از پرسشنامۀ 15 سؤالی اشتیاق تحصیلی (Fredricks, Blumenfeld & Paris, 2004) پرسشنامۀ خودتنظیمی انگیزشی والترز 27 سؤالی (Wolters, 1999) و پرسشنامۀ هوش سیبریا شرینگ (SiberiaShering, 1996) استفاده شده است. ویژگی روان‌سنجی این ابزارها در مطالعه فعلی بررسی شد و نسبت به مطلوبیت آن ها اطمینان حاصل گردید. نتایج نشان داد که هوش هیجانی به صورت مستقیم و راهبرد خودتنظیمی‌انگیزشی با میانجی‌گری هوش هیجانی به صورت غیرمستقیم بر اشتیاق تحصیلی تأثیر دارند و در مجموع هر دو متغیر 42/0 از تغییرات اشتیاق تحصیلی را تبیین می کنند. نتیجه نشان می دهد که برای افزایش اشتیاق تحصیلی دانش آموزان، ترکیبی از راهبرد خودتنظیمی‌انگیزشی تحصیلی و هوش هیجانی می توانند اثرگذار باشند.
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