آزمون مدل علی درگیری تحصیلی بر اساس نگرش به تحصیل و آینده شغلی و خودباوری تحصیلی با میانجی‌گری پایستگی تحصیلی در دانشجویان زن
محورهای موضوعی : روان شناسی
لاله مهری
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سعید بختیارپور
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زهرا افتخار صعادی
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رضوان همایی
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1 - دانشگاه آزاد اسلامی واحد اهواز، گروه روان شناسی، اهواز، ایران.
2 - دانشگاه آزاد اسلامی واحد اهواز، گروه روان شناسی، اهواز، ایران.
3 - دانشگاه آزاد اسلامی واحد اهواز، گروه روان شناسی، اهواز، ایران.
4 - دانشگاه آزاد اسلامی واحد اهواز، گروه روان شناسی، اهواز، ایران.
کلید واژه: خودباوری تحصیلی, درگیری تحصیلی, نگرش به تحصیل و آینده شغلی, پایستگی تحصیلی,
چکیده مقاله :
هدف پژوهش حاضر آزمون مدل علی درگیری تحصیلی بر اساس نگرش به تحصیل و آینده شغلی و خودباوری تحصیلی با میانجی‌گری پایستگی تحصیلی در دانشجویان زن بود. جامعه آماری شامل کلیه دانشجویان زن دانشگاه آزاد اسلامی اهواز در سال تحصیلی 99-1398 بودند. از جامعه مذکور تعداد 299 دانشجوی زن به روش نمونه-گیری در دسترس به انتخاب شدند. طرح پژوهش توصیفی از نوع همبستگی بود. ابزارهای مورد استفاده پرسشنامه‌های درگیری تحصیلی ریو (2013)، نگرش به تحصیل و آینده شغلی حسنلو، حسن نژاد و خزائی پول (1396)، خودباوری تحصیلی نوری، جعفری و سعادتمند (1394) و مقیاس پایستگی تحصیلی ساموئلز (2004) بود. ارزیابی مدل پیشنهادی با استفاده از روش تحلیل مسیر انجام گرفت. نتایج نشان داد تمام مسیرهای مستقیم به جز مسیر نگرش به تحصیل و آینده شغلی با درگیری تحصیلی معنادار شدند و مسیرهای غیرمستقیم نیز از طریق پایستگی تحصیلی با درگیری تحصیلی معنادار شدند. بر اساس نتایج این پژوهش، الگوی پیشنهادی از برازش مطلوبی برخوردار بود.
The research was intended to examine the causal model of academic engagement based on attitudes to education and future career and academic self-steem by mediating of academic buoyancy in female Islamic Azad University students. The statistical population embraced all female students of Ahvaz Islamic Azad University in the academic year of 1398-99. The sample subsumed 299 female students whom were selected by convenient sampling procedure. The research was designed as descriptive of correlational type. To collect data Reeve “Academic Engagement Questionnaires” (2013), Attitudes to Education and Future Career Questionnaires of Hasanlu, Hassan Nejad & Khazaei Pool (2017), Academic Self-Steem Questionnaires of Nouri, Mirshah Jafari & Saadatmand (2015) and Samoelz “Academic Buoyancy Scale” (2004) were implemented. Path analysis method was applied to evaluate the proposed model. The results indicated that all the direct paths except the path of attitudes to education and future career to academic engagement were significant and the indirect paths via academic buoyancy to academic engagement were significant. The findings also showed that the proposed model had an optimum goodness of fit.
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