رابطه خودکارآمدی معلم و باورهای انگیزشی دانش‌آموز: نقش واسطه‌ای کیفیت آموزش
محورهای موضوعی : روان درمانگری
اشرف سادات موسوی
1
,
فرشته حجازی
2
1 - دانشکده روان‌شناسی، دانشگاه حضرت معصومه (س)
2 - دانشکده روان‌شناسی ، دانشگاه آزاد اسلامی
کلید واژه: کیفیت آموزش, خودکارآمدی معلم, باورهای انگیزشی دانش‌آموز, خودکارآمدی دانش‌آموز,
چکیده مقاله :
ایـن پژوهـش بـا هـدف تعییـن رابطـه خودکارآمـدی معلـم و باورهـای انگیزشـی دانش‌آمـوز بـا نقـش واسـطه‌ای کیفیـت آمـوزش انجـام شـد. جامعـه آمـاری، مـدارس فعـال در 19 منطقـه آموزشـی تهـران بـود. بـا روش نمونه‌بـرداری تصادفـی چندمرحلـه‌ای، 250 دانش‌آمـوز و 50 معلـم به‌عنـوان نمونـه آمـاری انتخـاب شـدند و بـه مقیـاس خودکارآمـدی معلـم (شـوارزر، اشـمیت و داینـر، 1999)، مقیـاس مدیریـت کلاس و فعال‌سـازی شـناختی (بوریسـا و کیمـب، 2020)، پرسشـنامه فضـای حمایتـی (ویلیامـز و دسـی، 1996)، مقیـاس انگیـزه ذاتـی و خودکارآمـدی دانش‌آمـوز (پنتریـچ، اسـمیت، گارسـیا و مککچـی، 1993) پاسـخ دادنـد. داده‌هـا بـا آزمـون همبسـتگی و مـدل معـادلات سـاختاری تحلیـل شـدند. یافته‌هـا نشـان داد بیـن خودکارآمـدی معلـم بـا باورهـای انگیزشـی دانش‌آمـوز رابطـه وجـود داشـت. همچنیـن ضرایـب مسـیر تأثیـر خودکارآمـدی معلـم بـر مؤلفه‌هـای انگیـزه ذاتـی و خودکارآمـدی دانش‌آمـوز معنـادار بـود. خودکارآمـدی معلـم به‌طـور غیرمسـتقیم از طریـق دو مؤلفـه کیفیـت آمـوزش (مدیریـت کلاس و فضـای حمایتـی) نیـز بـر باورهـای انگیزشـی دانش‌آمـوز تأثیـر داشـت و فعال‌سـازی شـناختی نقـش واسـطه‌ای میـان خودکارآمـدی معلـم و خودکارآمـدی دانش‌آمـوز داشـت. ایـن یافته‌هـا مبیـن نقـش بسـیار مهـم احسـاس خودکارآمـدی معلـم اسـت کـه اثـر مسـتقیم و غیرمسـتقیم (از طریـق مؤلفه‌هـای کیفیـت آمـوزش) بـر احسـاس خودکارآمـدی و انگیـزه ذاتـی دانش‌آمـوز دارد. یافته‌هـای ایـن پژوهـش را می‌تـوان بـر پایـه نظریـه اجتماعـی شـناختی بنـدورا (1997) تبییـن کـرد کـه تصریـح می‌کنـد افـرادی کـه دارای باورهـای خودکارآمـدی بالاتـری هسـتند، عملکـرد بهتـری دارنـد. بـه بیـان دیگـر می‌تـوان گفـت انتظارهـا و اعتمـاد معلمـان بـه توانایی‌هایشـان در دسـتیابی بـه اهـداف تدریـس منعکـس شـده، در نهایـت منجـر بـه بهبـود انگیـزه ذاتـی و خودکارآمـدی دانش‌آمـوزمی‌شـود. یافته‌هـا متضمـن اهمیـت توسـعه فـردی معلمـان و نقـش کلیـدی مراکـز تربیـت معلـم در پـرورش و گزینـش معلمـان اسـت.
This study aimed to investigate the relationship between Teacher’s self-efficacy and student’s motivational beliefs; with the mediating role of teaching quality. The statistical population of this study was active schools in 19 educational districts of Tehran. 250 students and 50 teachers were selected by using a multi-stage random sampling method. Research instruments included the Teacher Self-efficacy Scale (Schwarzer, Schmitz & Daytner 1999), the Class Management and Cognitive Activation Scale (Borisa & Kimb, 2020), the Supportive Climate Questionnaire (Williams & Deci, 1996), the Student Self-Efficacy and Intrinsic Motivation Scale (Pintrich, Smith, Garcia & Mckeachie, 1993). Data were analyzed by the Pearson correlation coefficient and structural equation modeling. Findings showed that there is a positive relationship between teacher’s self-efficacy and the student’s motivational beliefs. Also, the path coefficient in the effect of the teacher’s self-efficiency on the student’s self-efficacy and intrinsic motivation was positive. Teacher’s self-efficiency also was effective in student’s motivational beliefs through components of teaching quality (class management and supportive climate). Cognitive activation has a mediating role between the teacher’s and student’s self-efficiency. These findings showed the importance of the role of teacher’s self-efficacy, which impresses the quality of teaching and student’s motivational beliefs, directly and indirectly (through the quality of teaching’s components). Findings can be explained based on Bandu- ra’s social-cognitive theory which argues that persons with higher self-efficacy have better performance. In other words, a teacher’s expectations and his/her trust in his/her own abilities are reflected in achieving teaching goals, which in turn leads to improving student’s self-efficiency and intrinsic motivation. The findings implicated the importance of teacher’s personal development and the critical role of teacher training centers in training and choosing teachers.

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