مدل ساختاری از روابط بین هویت تحصیلی و عملکرد تحصیلی با میانجی‌گری راهبردهای یادگیری خودتنظیم و باورهای انگیزشی در دانش‌آموزان دختر متوسطه‌ی دوم
الموضوعات :
زهرا ترک زاده آرانی
1
,
رضا جعفری هرندی
2
,
سوسن بهرامی
3
1 - دانشجوی مقطع دکتری رشته‌ی روان‌شناسی تربیتی، دانشکده‌ی علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.
2 - دانشیار گروه علوم تربیتی، دانشکده‌ی ادبیات و علوم انسانی، دانشگاه قم، قم، ایران،
3 - استادیار گروه علوم تربیتی، دانشکده‌ی ادبیات و علوم انسانی، دانشگاه قم، قم، ایران.
الکلمات المفتاحية: راهبردهای یادگیری خودتنظیم, هویت تحصیلی, دانش‌آموزان دختر, متوسطه‌ی دوم, عملکرد تحصیلی, باورهای انگیزشی,
ملخص المقالة :
پژوهش حاضر با هدف مدل یابی رابطه ی ساختاری هویت تحصیلی و عملکرد تحصیلی با میانجی گری راهبردهای یادگیری خودتنظیم و باورهای انگیزشی در دانش آموزان انجام شد. این پژوهش از لحاظ هدف کاربردی و از نظر روش توصیفی- همبستگی است. جامعه ی آماری این پژوهش را دانش آموزان دختر مقطع متوسطه ی دوم نواحی چهارگانه ی آموزش و پرورش شهر قم به تعداد 21940 نفر که در سال تحصیلی 2018-19 مشغول به تحصیل بودند، تشکیل داد. روش نمونه گیری در پژوهش حاضر، نمونه گیری خوشه ای چندمرحله ای است. بدین صورت که ابتدا چهار ناحیه ی آموزش و پرورش شهر قم را چهار خوشه در نظر گرفته سپس از هر ناحیه یک مدرسه و از هر مدرسه سه کلاس انتخاب شد. در نهایت، حجم نمونه ی این پژوهش بر اساس جدول کرجسی، مورگان و کهن و با توجه به حجم جامعه شامل 378 نفر از دانش آموزان بود. در این پژوهش از ابزار پرسش نامه (پرسش نامه ی منزلت های هویت تحصیلی (Was & Isaacson, 2008) و پرسش نامه ی راهبردهای یادگیری خودتنظیمی (Pintrich & Degroot, 1990) که به روش 5 گزینه‌ای لیکرت طراحی شده است) جهت جمع‌آوری داده های مربوط به متغیرهای هویت تحصیلی، راهبردهای یادگیری خودتنظیم و باورهای انگیزشی استفاده شد و در مورد متغیر عملکرد تحصیلی میانگین نمرات نیم سال دوم دانش آموزان به کار گرفته شد. کلیه ی تحلیل‌های آماری با روش مدل سازی معادلات ساختاری با رویکرد حداقل مربعات جزیی (Structural equation modeling with partial least squares approach) انجام گرفته است. یافته ها بیان گر تأثیر مثبت و معنادار هویت تحصیلی بر عملکرد تحصیلی به صورت مستقیم است. از سوی دیگر تأثیر هویت تحصیلی بر عملکرد تحصیلی به صورت غیر مستقیم و با میانجی گری راهبردهای یادگیری خودتنظیم و باورهای انگیزشی نیز مثبت و معنادار است.
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