چشم‌انداز زمان آینده و پیشرفت تحصیلی: نقش واسطه‌ای خود‌نظم‌جویی بلندمدت و ادراک سودمندی تکالیف تحصیلی

محورهای موضوعی : روان‌ شناسی تحولی

محسن افشاری ¹ , میثم شیرزادی‌فرد ² , رضا قربان‌جهرمی ³

1 - دکتری روان‌شناسی تربیتی دانشگاه تهران
2 - دانشجوی دکتری روان‌شناسی تربیتی دانشگاه تهران
3 - استادیار دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران

تاریخ دریافت : 1397/01/18 تاریخ پذیرش : 1397/01/18 تاریخ انتشار : 1396/10/01

کلید واژه: پیشرفت تحصیلی, سودمندی ادراک‌شده, چشم‌انداز زمان آینده, خود‌نظم‌جویی,

چکیده مقاله :

هدف این پژوهش تعیین نقش واسطه‌ای خود‌نظم‌جویی بلندمدت و سودمندی ادراک‌‌شده در رابطة بین چشم‌‌انداز زمان آینده با پیشرفت تحصیلی در قالب یک مدل نظری بود. بدین منظور 572 نفر از دانش‌‌آموزان پایة سوم تجربی، که در سال تحصیلی 95-94 در شهر کرج مشغول به تحصیل بودند، با استفاده از روش نمونه‌برداری طبقه‌‌ای با انتساب متناسب انتخاب شدند و به مقیاس چشم‌‌انداز زمان آینده (هاسمن و شل، 2008)، سیاهة خود‌نظم‌جویی نوجوانی (مویلانن، 2007) و مقیاس سودمندی ادراک‌‌شده (میلر و دیگران، 1999) پاسخ دادند. پیشرفت تحصیلی نیز از طریق میانگین سه درس اصلی فیزیک، شیمی و زیست‌شناسی اندازه‌‌گیری شد. روش آماری مدل‌‌یابی معادلات ساختاری نشان داد که مدل فرضی پژوهش با داده‌‌ها برازش دارد و مؤلفه جاذبه هم به‌طور مستقیم و هم به واسطة سودمندی ادراک‌‌شده و مؤلفه سرعت نیز هم به‌طور مستقیم و هم به واسطة خود‌نظم‌جویی بلندمدت بر پیشرفت تحصیلی تأثیر می‌‌گذارد. اثر مستقیم مؤلفة ارتباط بر پیشرفت تحصیلی معنادار نبود، اما اثر غیر‌‌مستقیم آن به واسطة خود‌نظم‌جویی بلندمدت و سودمندی ادراک‌شده بر پیشرفت تحصیلی معنادار بود. بر اساس یافته‌‌های پژوهش چشم‌‌انداز زمان آینده به‌طور مستقیم و به واسطة خود‌نظم‌جویی و سودمندی ادراک‌شده بر پیشرفت تحصیلی تأثیر می‌‌گذارد.

چکیده انگلیسی:

this study was conducted to examine the mediating role of self-regulation and perceived task instrumentality in the relationship between future time perspective and academic achievement. Five hundred and seventy two senior high school students were selected from Karaj in academic year 2015-2016 by stratified proportional sampling. The participants completed the Future Time Perspective Scale (FTPS; Husman & Shell, 2008), the Adolescent Self-Regulatory Inventory (ASRI; Moilanen, 2007) and the Perceived Instrumentality Scale (PIS; Miller et al.1999). Academic achievement were assessed through the average scores of three core subjects including physics, chemistry and biology. The results of structural equation modeling (SEM) indicated that the theoretical model fitted well to the data. Valence related to academic achievement directly and indirectly through perceived instrumentality. Speed related to academic achievement directly and indirectly through long-term self-regulation. Connection related to academic achievement indirectly through long-term self-regulation and perceived instrumentality. The findings suggested that future time perspective related to academic achievement both directly and indirectly through self-regulation and perceived instrumentality.

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