تأثیر ادراک شایستگی بر تاب‌آوری تحصیلی با میانجی گری انگیزش خودمختار
محورهای موضوعی : روش ها و مدل های روانشناختی
شراره میرزایی
1
(دانشجوی دکتری روانشناسی تربیتی، واحد علوم و تحقیقات تهران، دانشگاه آزاد اسلامی، تهران، ایران.)
علیرضا کیامنش
2
(استاد گروه روانشناسی تربیتی، واحد علوم و تحقیقات تهران، دانشگاه آزاد اسلامی، تهران، ایران.)
الهه حجازی
3
(دانشیار دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران.)
شکوه السادات بنی جمالی
4
(دانشیار دانشکده روانشناسی و علوم تربیتی، دانشگاه الزهرا، تهران، ایران.)
کلید واژه: انگیزش, شایستگی, تاب‌آوری, تاب‌آوری تحصیلی, انگیزش خودمختار, ادراک شایستگی,
چکیده مقاله :
هدف از این پژوهش بررسی رابطه ادراک شایستگی با تاب آوری تحصیلی با توجه به نقش واسطه‌ای انگیزش خودمختار است. جامعه آماری این پژوهش را دانشجویان کارشناسی دانشکده‌های علوم تربیتی و روانشناسی دانشگاههای دولتی تهران در سال تحصیلی 94-93 تشکیل می دادند. از این جامعه 438 نفرانتخاب شدند. شیوه نمونه گیری به گونه تصادفی خوشه‌ای انجام گرفت. ابزارهای پژوهش شامل پرسش‌نامه انگیزش تحصیلی والرند (1989)، پرسش‌نامه ادراک شایستگی ویلیامز و دسی (1996) و پرسش‌نامه تاب‌آوری تحصیلی مارتین (2003) بودند. داده‌ها با استفاده از مدل‌سازی معادله ساختاری مورد تحلیل قرار گرفت. نتایج نشان داد که نه تنها تاب‌آوری یادگیرندگان به گونه مستقیم از راه ادراک شایستگی قابل پیش‌بینی است بلکه این رابطه از راه انگیزش خودمختار تحصیلی نیز میانجی گری می شود.
This study was conducted to investigate the relationship between perceived competence and academic resiliency with respected to mediating role of autonomous motivation. The target population of the study comprised Tehran universities students who were studying at education and psychology faculties in the academic year of 1393-1394. The sample consisted of 438 students who were selected by random cluster sampling method. The instruments used in this study were: Academic motivation scale (Vallerand & colleagues, 1989), perceived competence scale (Williams & Deci, 1996) and academic resiliency questionnaire (Martin, 2003). The research method applied to this study was structural equation modeling. The results revealed that perceived competence had direct effect to predict academic resiliency. Furthermore, autonomous motivation mediated the relationship of perceived competence with academic resiliency.
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