مدل ساختاری عوامل خانوادگی با نقش واسطهگری عوامل فردی برای رفتارهای تحصیلی دانشآموزان
محورهای موضوعی : تکتونواستراتیگرافی
سکینه حیدری
1
,
سیامک سامانی
2
,
نادره سهرابی
3
,
امیر هوشنگ مهریار
4
1 - گروه روانشناسی،واحد مرودشت،دانشگاه آزاد اسلامی،مرودشت،ایران
2 - گروه روانشناسی،واحد شیراز ،دانشگاه آزاد اسلامی ،شیراز،ایران
3 - گروه روانشناسی،واحد مرودشت، دانشگاه آزاد اسلامی-مرودشت-ایران
4 - گروه روانشناسی-واحد مرودشت- دانشگاه آزاد اسلامی-مرودشت-ایران
کلید واژه: خودکارآمدی, عوامل فردی, کلیدواژه ها : رفتار تحصیلی, عوامل خانوادگی, خودتنظیمی,
چکیده مقاله :
پژوهش حاضر با هدف مدل یابی روابط بین عوامل خانوادگی(کارایی خانواده، درک از رفتاروالدین) بر رفتارهای تحصیلی با واسطهگری عوامل فردی(خودکارآمدی و خودتنظیمی) انجام گرفت. جامعه این تحقیق تمامی دانشآموزان متوسطه شهر شیراز است که در سال تحصیلی 2018-2017 مشغول تحصیل در یکی از دبیرستانهای شهر شیراز بودند. جهت انتخاب نمونه 581 نفر از دانشآموزان با استفاده از روش نمونهگیری خوشهای تصادفی چند مرحلهای انتخاب شدند. جهت گردآوری اطلاعات از پرسشنامه ادراک کودک از رفتار والدین(POPS) گرولینگ و همکاران (1997)، پرسشنامه عملکرد خانواده مک مستر(1983)، پرسشنامه خودتنظیمی بوفارد(1995)، پرسشنامه خودکارآمدی کودکان و نوجوانان(SEQ-C) موریس(2001) و پرسشنامه انگیزش تحصیلی هارتر(1980) استفاده شد. تجزیه و تحلیل دادهها با استفاده از آزمون معادلات ساختاری نشان داد مدل مورد نظر از برازش مطلوبی برخوردار است. در مجموع یافتهها موید آن بود که ویژگیهای فردی دانشآموزان می تواند تاثیر عوامل خانوادگی بر رفتارهای تحصیلی را واسطهگری کند.
Structural model of family factors with mediating role of individual factors for students' academic behaviors
Abstract
The purpose of this study was to investigate the relationship between family factors and student's academic behaviors, taking into account the mediating role of individual variables (self-efficacy and self-regulation). The research method used to study the goals and hypotheses of the research was structural equation modeling. The community of this research was all high school students in Shiraz who were studying at a high school in Shiraz during the academic year 1396-1393. 581 respondents answered to school attitudes, school climate, perception of parental relationships, self-regulation, self-efficacy, and motivation for academic achievement.
Data analysis using structural equation modeling in AMOS software confirmed the mediating role of self-efficacy and self-regulating in the relationship between family factors and academic behaviors and the research model has acceptable fit with data. In sum, the individual characteristics of students can mediate the effect of family factors on academic behaviors.
Keywords: motivation, family factors, self-efficacy, self-regulation, and academic behaviors.
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