رابطه بین ارزش تکلیف و جهت‌گیری هدف با پیشرفت تحصیلی: نقش میانجی خودکارآمدی
محورهای موضوعی : روانشناسی تربیتی
مریم خاموشیان صحنه
1
(کارشناس ارشد روانشناسی تربیتی، واحد خرم‌آباد، دانشگاه آزاد اسلامی، خرم‌آباد، ایران)
زهرا تنها
2
(استادیار گروه روانشناسی، واحد خرم‌آباد، دانشگاه آزاد اسلامی، خرم‌آباد، ایران)
راضیه جلیلی
3
(استادیار گروه علوم تربیتی، واحد خرم‌آباد، دانشگاه آزاد اسلامی، خرم‌آباد، ایران)
کلید واژه: خودکارآمدی, پیشرفت تحصیلی, جهت‌گیری هدف, ارزش تکلیف,
چکیده مقاله :
هدف پژوهش حاضر بررسی رابطه بین ارزش تکلیف و جهت‌گیری هدف با پیشرفت تحصیلی با نقش میانجی خودکارآمدی در دانشجویان دانشگاه آزاد خرم‌آباد می‌باشد. روش پژوهش، توصیفی از نوع همبستگی بود. جامعه آماری دانشجویان دانشگاه آزاد اسلامی واحد خرم‌آباد به تعداد 12000 نفر بودند. حجم نمونه بر اساس مدل کلاین و با روش نمونه‌گیری در دسترس (شیوه آنلاین) 350 نفر انتخاب شد. برای اندازه گیری متغیرهای پژوهش از معدل ترم گذشته دانشجویان، پرسشنامه ارزش تکلیف پینتریچ و دی گروت، نسخه تجدیدنظر شده پرسشنامه اهداف پیشرفت الیوت و مورایاما و مقیاس خودکارآمدی عمومی شرر و مادوکس استفاده شد. داده‌ها با ضریب همبستگی پیرسون و معادلات ساختاری و با استفاده از نرم افزار SPSS و Amos نسخه 24 تحلیل شد. بر اساس تحلیل داده ها، بین ارزش تکلیف، جهت‌گیری هدف و خودکارآمدی با پیشرفت تحصیلی رابطه معنی‌داری وجود دارد (01/0>P). همچنین، مسیرهای مستقیم این پژوهش معنی‌دار شدند و مسیرهای غیرمستقیم ارزش تکلیف و جهت‌گیری هدف از طریق نقش میانجی خودکارآمدی بر پیشرفت تحصیلی دانشجویان معنی‌دار بود. در نهایت، مدل نهایی پژوهش از برازش مطلوبی برخوردار بود (061/0=RMSEA و 05/0>P-value ) و 39 درصد واریانس پیشرفت تحصیلی به‌‌وسیله ارزش تکلیف و جهت‌گیری هدف با نقش میانجی تحصیلی تبیین شد. بنابراین، می‌توان نتیجه‌گیری کرد که متغیرهای مورد مطالعه دارای تلاقی تئوریکی بوده و توجه به تأثیر این متغیرها در پیشرفت تحصیلی دانشجویان می تواند در برنامه ریزی های آتی به کار رفته و خلاءها را پوشش دهد.
The purpose of the present study is to investigate the relationship between task value and goal orientation with academic achievement with the mediating role of self-efficacy in students of Khorram Abad Azad University. The research method was a correlational description. The statistical population was 12,000 students of the Islamic Azad University, Khorramabad branch. The sample size was selected based on Klein's model and with available sampling method (online method) of 350 people. To measure the research variables, students' last semester's GPA, Pintrich & DeGroot's task value scale, achievement goal questionnaire–revised Elliott and Murayama and the general self-efficacy scale of Sherer & Maddux were used. Data were analyzed with Pearson's correlation coefficient and structural equations using SPSS and Amos software version 24. Based on the data analysis, there is a significant relationship between the task value, goal orientation and self-efficacy with academic achievement (P<0.01). Also, the direct paths of this research were significant and the indirect paths of task value and goal orientation through the mediating role of self-efficacy on students' academic achievement were significant. Finally, the final research model had a good fit (RMSEA = 0.061 and P-value < 0.05) and 39% of the variance of academic achievement was explained by the task value and the goal orientation with the mediating role of self-efficacy. Therefore, it can be concluded that the studied variables have a theoretical intersection and paying attention to the effect of these variables on students' academic achievement can be used in future planning and cover the gaps.
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_||_Adewale, A. A., Adepoju, B., Garba, B. B., & Oscar, B. (2019). The Effect of Self Efficacy on Perceived Job Insecurity in the Nigerian Banking Industry: The Mediating Role of Employee Self Esteem. Romanian Journal of Psychology, 21 (1): 131-142.
Akpur, U. (2020). Critical, Reflective, Creative Thinking and Their Reflections on Academic Achievement. Thinking Skills and Creativity, 37: 100683.
Alhadabi, A., Karpinski, A. C. (2020). Grit, self-efficacy, achievement orientation goals, and academic performance in University students. International Journal of Adolescence and Youth, 25(1): 519535.
Bandura, A. (2001). Social cognitive theory: An agented perspective. Annual Review of Psycholog, 52: 1-26.
Bapiri, O. A., Kalantari, M., Taher Neshat Doost, H., & Oreyzi Samani, S. H. R. (2020). The Relationship between General Self-Efficacy, Belonging and Love and Meaning in Life through the Mediating of Social Values among Secondary School Girls. Knowledge & Research in Applied Psychology, 21(1): 20-30 [In Persian]
Domenech-Betoret, F., Abellan-Rosello, L., & Gomez-Artiga, A. (2017). Self-efficacy, satisfaction, and academic achievement: the mediator role of student's expectancy-value beliefs. Frontiers in Psychology, 8: 1-12.
Chonsalasin, D., Khampirat, B. (2020). The Impact of Achievement Goal Orientation, Learning Strategies, and Digital Skill on Engineering Skill Self-Efficacy in Thailand. IEEE, 10: 11858-11870.
Elliot, A. J, & Mc Gregor, H. A. (2001). Achievement goal framework. Journal of Personality and Social Psychology, 80(3): 501-519.
Elliot, A.J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3): 613-623.
Elliot, A. J., Aldhobaiban, N., Murayama, K., Kobeisy, A., Gocłowska, M. A., & Khyat, A. (2018). Impression management and achievement motivation: Investigating substantive links. International Journal of Psychology, 53 (1): 16-22.
Erturan G, McBride R, Agbuga B. 2020. Self-regulation and self-efficacy as mediators of achievement goals and leisure time physical activity: a proposed model. Pedagogy of Physical Culture and Sports, 24(1): 12-20.
Esmaeili, S., & Ezatinia, M. J. (2019). The Effectiveness of life skills training on self-regulation and self-efficacy of students. Journal of Educational Administration Research Quarterly, 10(39): 145-160. [In Persian]
Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. A. (2016). Changing learning behavior: Self-efficacy and goal orientation in PBL groups in higher education. International Journal of Educational Research, 75: 146-158.
Gholamali Lavasani, M., Hejazi, E., & Khezriazar, H. (2012). The role of self-efficacy, task value, achievement goals and cognitive engagement in mathematics achievement: Testing a causal model. Quarterly Journal of Educational Innovations, 11(1): 7-28. [In Persian]
Greene, J. A, & Azevedo, R. (2007). A theoretical review of Winne and Hadwin's model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3): 334-372.
Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37: 161-168.
Hashemicholicheh, S., Hashemi, Z., & Naghsh, Z. (2018). The mediatory role of the achievement emotions in relationship between Attributional styles, task value and academic burnout. Counseling culture & Psychotherapy, 9(34): 119-140. [In Persian]
Honicke, T., Broadbent, J., & Fuller –Tyszkiewicz, M. (2019). Learner Self-Efficacy, Goal Orientation, and Academic Achievement: Exploring Mediating and Moderating Relationships. Higher Education Research & Development, 39: 689-703.
Janke, S. (2022). Give me freedom or see my motivation decline: Basic psychological needs and the development of students' learning goal orientation. Learning and individual differences, 96: 102158.
Joushafar, A. A., Hassani Zangbar, N., & Sattari, Y. (2014). The relationship between learning styles and goal orientation with academic burnout of Bostanabad high school students in 2012-2013. Journal of Instruction & Evaluation, 7(27): 55-66. [In Persian]
Karsheki, H., & Kohi, M. (2016). Psychometric properties of the academic homework value scale among graduate students of Ferdowsi University of Mashhad. Journal of Educational Research, 115-130 :( 53) 13. [In Persian]
Keskin, H. K. (2014). A path analysis of metacognitive strategies in reading, self-efficacy and task value. International Journal of Social Sciences & Education, 4: 798-808.
Khaleghkhah, A., Rezaiisharif, A., Sheikholslamy, A., & Pirgholi Kivi, M. (2019). The relationship between social intelligence and self-efficacy with students' creative problem solving style. Journal of Innovation & Creativity in Human Science, 9(1): 185-210. [In Persian]
Kline, R. B. (2016). Principles and practice of structural equation modeling (4th Ed.). New York: The Guilford Press.
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