پیش بینی گرایش به یادگیری مادام العمر براساس فرهنگ دانشگاه و تاب آوری تحصیلی با نقش میانجی خودکارآمدی تحصیلی در دانشجویان دختر
محورهای موضوعی : روان شناسی
زهرا توکل
1
(دانشجوی کارشناسی ارشد، گروه روان شناسی، دانشکده علوم انسانی، واحد کاشان، دانشگاه آزاد اسلامی، کاشان، ایران)
رویا مشاک
2
(استادیار، گروه روان شناسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه شهید اشرفی اصفهانی، اصفهان، ایران)
کلید واژه: یادگیری مادام العمر, فرهنگ دانشگاه, تاب آوری تحصیلی, خودکارآمدی تحصیلی,
چکیده مقاله :
هدف از پژوهش حاضر، پیش بینی گرایش به یادگیری مادام العمر براساس فرهنگ دانشگاه و تاب آوری تحصیلی با نقش میانجی خودکارآمدی تحصیلی در دانشجویان دختر دانشگاه آزاد اسلامی واحد کاشان بود. جامعه آماری شامل تمامی دانشجویان دختر و نمونه پژوهش 350 نفر بود که با روش نمونه گیری تصادفی طبقه ای انتخاب شدند. روش پژوهش توصیفی از نوع همبستگی بود. جهت جمع آوری داده ها از مقیاس یادگیری مادام العمر وتزل و همکاران(2010)، مقیاس فرهنگ دانشگاه هیگنز و ساد (1998)، مقیاس تاب آوری تحصیلی مارتین و مارش(2003) و خودکارآمدی تحصیلی مک ایلری و بانتینگ(2001) استفاده شد. برای تجزیه و تحلیل داده ها از ضریب همبستگی پیرسون و تحلیل مسیر و از نرم افزارهای SPSS-26 و AMOS-23 استفاده شد. نتایج نشان داد که ضریب مسیر اثر فرهنگ دانشگاه به خودکارآمدی تحصیلی معنی دار نیست اما ضریب مسیر اثر فرهنگ دانشگاه به یادگیری مادام العمر معنی دار است و ضریب مسیر اثر تاب آوری تحصیلی به خودکارآمدی تحصیلی و یادگیری مادام العمر و ضریب مسیر خودکارآمدی تحصیلی و یادگیری مادام العمر معنی دار است. هم چنین، ضریب مسیر اثر غیرمستقیم فرهنگ دانشگاه به گرایش به یادگیری مادام العمر با میانجی گری خودکارآمدی تحصیلی معنی دار نیست اما ضریب مسیر غیرمستقیم تاب آوری تحصیلی به گرایش به یادگیری مادام العمر با میانجی گری خودکارآمدی تحصیلی معنی دار است. هم چنین مدل از نیکویی برازش مطلوبی برخوردار بود. در نهایت خودکارآمدی تحصیلی به عنوان متغیر میانجی در رابطه بین تاب آوری تحصیلی با یادگیری مادام العمر می تواند نقش مهمی را ایفا کند.
The purpose of the present study was to predict the lifelong learning tendency based on university culture and academic buoyancy with the mediating role of academic self-efficacy in female students of Kashan Islamic Azad University. The statistical population included all female students and the research sample subsumed 350 individuals whom were selected by stratified random sampling procedure. The research method was descriptive research of correlation type. To collect data, Wetzel et al.'s Lifelong Learning Scale (2010), Higgins and Sade's University Culture Scale (1998), Martin and Marsh's Academic Buoyancy Scale (2003) and McIlary and Bunting's Academic Self-Efficacy Scale (2001) were implemented. Pearson's correlation coefficient and path analysis were applied by utilizing SPSS-26 and AMOS-23 for data analysis. The results showed that the path coefficient of university culture to academic self-efficacy was not significant, but the path coefficient of university culture to lifelong learning was significant, and the path coefficient of academic buoyancy to academic self-efficacy and lifelong learning and the path coefficient of the effect of academic self-efficacy and llifelong learning was significant. Also, the coefficient of the indirect path of university culture to the tendency of lifelong learning with the mediation role of academic self-efficacy was not significant, but the coefficient of the indirect path of academic resilience to the tendency of lifelong learning with the mediation role of academic self-efficacy was significant. Also, the results indicated that the model had acceptable goodness of fit. Finally, academic self-efficacy could play an important role as a mediating variable in the relationship between academic buoyancy and lifelong learning.
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