نقش واسطه ای کیفیت زندگی مدرسه و اهمالکاری تحصیلی در رابطه بین باورهای معرفت شناختی با پیشرفت تحصیلی زبان انگلیسی در دانش آموزان

محورهای موضوعی : تکتونواستراتیگرافی

جمال صادقی ¹ (استادیار روانشناسی تربیتی، گروه روانشناسی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران.)

تاریخ دریافت : 1400/12/10 تاریخ پذیرش : 1401/08/13 تاریخ انتشار : 1401/05/01

کلید واژه: باورهای معرفت شناختی, دانش آموز, کیفیت زندگی مدرسه, اهمالکاری تحصیلی, پیشرفت تحصیلی زبان انگلیسی,

چکیده مقاله :

مقدمه: پژوهش حاضر نقش واسطه ای کیفیت زندگی مدرسه و اهمالکاری تحصیلی در رابطه بین باورهای معرفت شناختی با پیشرفت تحصیلی زبان انگلیسی در دانش آموزان مورد بررسی قرار داد.
روش: پژوهش توصیفی از نوع همبستگی مبتنی بر روش مدلیابی معادلات ساختاری بود. جامعه آماری را دانش آموزان پسر متوسطه دوم تشکیل دادند. برای تعیین حجم نمونه با توجه به تعداد متغیرهای مشاهده شده و تخصیص ضریب 10 برای هر متغیر، 260 دانشآموز بهعنوان حجم نمونه به روش نمونهگیری تصادفی خوشهای سه مرحله ای انتخاب شدند و به پرسشنامه باورهای معرفت شناختی شومر (1990)، کیفیت زندگی مدرسه اندرسون و بروک (2000)، و اهمالکاری تحصیلی سواری (1390) پاسخ دادند. از نمرات درس زبان انگلیسی پایان ترم دانش‌آموزان برای سنجش متغیر پیشرفت تحصیلی زبان انگلیسی استفاده شد. برای تجزیه و تحلیل داده ها از مدل یابی معادلات ساختاری با نرم افزارهای 24 SPSS و23 Amos استفاده شد.
یافته ها: یافته ها نشان داد که باورهای معرفت شناختی، کیفیت زندگی مدرسه و اهمال کاری تحصیلی بر پیشرفت تحصیلی زبان انگلیسی اثر مستقیم معنادار، و باورهای معرفت شناختی با میانجیگری کیفیت زندگی مدرسه و اهمال کاری تحصیلی اثر غیرمستقیم بر پیشرفت تحصیلی زبان انگلیسی دارند. همچنین مدل پژوهش تایید شد و به طور کلی 70 درصد از پیشرفت تحصیلی زبان انگلیسی توسط متغیرهای پژوهش قابل تبیین است.
نتیجه گیری: نتایج این پژوهش بر ضرورت نقش باورهای شناختی در فرایند یادگیری زبان، و همچنین افزایش کیفیت زندگی مدرسه و کاهش اهمالکاری تحصیلی که می تواند منجر به بهبود وضعیت یادگیری زبان شود تاکید می نماید.

چکیده انگلیسی:

Introduction: The present study investigated the mediating role of school quality of life and academic procrastination in the relationship between epistemological beliefs and English academic achievement in students.
Method: The study was a descriptive correlation based on structural equation modeling. The statistical population consisted of male high school students. To determine the sample size according to the number of observed variables and assigning a coefficient of 10 for each variable, 260 students were selected as the sample size by the three-stage cluster random sampling method, and responded to Schumer's epistemological beliefs questionnaire (1990), Anderson & Brooke’s school quality of life (2000), and Savari’s academic procrastination (2011). Students' English language grades at the end of the semester were used to measure the variable of academic achievement in English. Structural equation modeling with SPSS 24 and 23 Amos software was used to analyze the data.
Results: The findings showed that epistemological beliefs, quality of school life and academic procrastination have a significant direct effect on English academic achievement, and epistemological beliefs mediated by school quality of life and academic procrastination have an indirect effect on English academic achievement. Also, the research model was approved and in general, 70% of English academic achievement can be explained by research variables.
Conclusion: The results of this study emphasize the need for the role of cognitive beliefs in the language learning process, as well as increasing the quality of school life and reducing academic procrastination that can improve the language learning situation.

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