تبیین نقش انگیزه پیشرفت تحصیلی در به‌کارگیری استراتژی‌های خـودرهبری (مورد: دانشجویان دانشگاه بیرجند)
محورهای موضوعی : پژوهش در برنامه ریزی درسیجواد پورکریمی 1 , ابراهیم مزاری 2 , کبری خباره 3 , فرهاد فرهادی امجد 4
1 - دانشگاه تهران
2 - دانشگاه تهران
3 - دانشگاه تهران
4 - دانشگاه تهران
کلید واژه: استراتژی‌های خودرهبری, دانشجویان, انگیزه پیشرفت تحصیلی,
چکیده مقاله :
هدف از پژوهش حاضر، تبیین نقش انگیزه پیشرفت تحصیلی در به‌کارگیری استـراتژی‌های خـودرهبری دانشجویان دانشگاه بیرجند بوده است. روش پژوهش، توصیفی و طرح پژوهشی از نوع همبستگی بوده که برای تبیین مدل از مدل‌یابی معادلات ساختاری، با کمک نرم‌افزار لیزرل (LISREL 8.7) استفاده شده است. جامعه آماری، کلیه دانشجویان دانشگاه بیرجند بوده، که با نمونه‌گیری خوشه‌ای چند مرحله‌ای، دانشکده‌های علوم و ادبیات به تعداد 4020 نفر انتخاب و در مرحله دوم نمونه‌گیری، حجم نمونه 351 نفر تعیین شد. از پرسش‌نامه انگیزه پیشرفت تحصیلی حسینی و همکاران (2008) با پایایی (91/0=α) و پرسش‌نامه خودرهبری نک و مانز (2002) با پایایی (80/0=α) جهت جمع‌آوری داده‌ها، استفاده شد. نتایج تی تک‌گروهی نشان داد انگیزه پیشرفت و استراتژی‌های خودرهبری بالاتر از حد متوسط بوده‌اند. مدل‌یابی معادلات ساختاری نیز نشان داد، انگیزه پیشرفت، بر استراتژی‌های خودرهبری (69/0=γ) به عنوان یک سازه کلی تأثیرگذار بوده‌است. هم‌چنین بر به‌کارگیری استراتژی‌های خودگفتگویی (44/0=γ)، خود‌پاداش‌دهی (36/0=γ)، خودتنبیهی (43/0=γ)، خودراهنمایی (34/0=γ)، تجسم عملکرد موفق (34/0=γ) و تمرکز بر پاداش‌های طبیعی (55/0=γ) تأثیرگذار بوده است.
This study aimed to explain the role of academic achievement motivation on students implementing of self-leadership strategies at Birjand University. Research method was descriptive and correlational that for explain the model was used the LISREL software (LISREL 8.7). The statistical population was all students in university Birjand, that with multistage cluster sampling 4020 students of the Faculty of Science and Letters were selected and the second stage of sampling, sample size was determined 351 students. Self- leadership questionnaire of Neck & Manz (2002) with the reliability (α =0/80) and academic achievement motivation questionnaire of Hoseini et al (2008) with the reliability (α =0/91) were used to collect data. One-sample t-test results showed academic achievement motivation and self-leadership strategies are in good condition. Structural equation modeling showed academic achievement motivation effect on self-leadership strategies (γ =0/69). Also, effected on self-talk (γ =0/44), self-reward (γ =0/36), self-punishment (γ = 0/43), self–guidance (γ =0/34), visualization successful performance (γ =0/34) and focusing on natural rewards (γ =0/55).
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