نقش واسطه‌گری اشتیاق تحصیلی در رابطه بین جهت گیری هدف و خود کار آمدی تحصیلی

محورهای موضوعی : آموزش و پرورش

احمدرضا اوجی نژاد ¹ (عضو هیأت علمی دانشگاه مرودشت)
بهنام عزیزی ² (دانشجو)

تاریخ دریافت : 1397/03/08 تاریخ پذیرش : 1398/10/01 تاریخ انتشار : 1398/09/01

کلید واژه: اشتیاق تحصیلی, جهت گیری هدف, خود کار آمدی,

چکیده مقاله :

هدف از پژوهش حاضر تبیین نقش واسطه­گری اشتیاق تحصیلی در رابطه بین جهت گیری هدف و خود کار آمدی تحصیلی بوده است. روش پژوهش توصیفی و از نوع همبستگی می­باشد. جامعه آماری این پژوهش شامل دانش اموزان پایه هفتم ابتدایی شهر مرودشت بوده­اند. برای تعیین حجم نمونه بر اساس روش نمونه گیری خوشه­ای چند مرحله­ای 150 دانش آموز انتخاب گردید. ابزار گردآوری اطلاعات در این پژوهش شامل 3 پرسشنامه خود کارآمدی تحصیلی جینگ و مورگان، جهت گیری هدف بوفارد و همکاران، پرسشنامه اشتیاق تحصیلی فریدل و پاریس  که روایی و پایایی ابزار مورد تایید قرار گرفت. نتایج ضریب همبستگی پیرسون و تحلیل مسیر حاکی از آن بود که: بین جهت گیری معطوف به تسلط (یادگیری) و جهت گیری معطوف به عملکرد گرایشی با اشتیاق تحصیلی رابطه مستقیم معنادار و بین جهت گیری معطوف به عملکرد پرهیزی با  اشتیاق تحصیلی  رابطه معنا دار وجود دارد. جهت گیری هدف معطوف به یادگیری قادر به پیش‌بینی اشتیاق تحصیلی آن­ها می‌باشد. اشتیاق تحصیلی با خود کار آمدی تحصیلی  رابطه مستقیم معنا دار دارد. اشتیاق تحصیلی در رابطه بین متغیرهای جهت گیری هدف و خود کار آمدی تحصیلی  نقش واسطه­ای معناداری ایفا می­کند.   

  

چکیده انگلیسی:

The purpose of this study was to determine the role of interpersonal learning aspirations in the relationship between goal orientation and academic self-efficacy. The research method is applied in terms of purpose and in terms of nature and method of descriptive and correlation. The statistical population of this study included students of the 7th elementary school of Marvdasht city. To determine the sample size, 150 students were selected based on multistage cluster random sampling. The data gathering tool in this study included three Jing and Morgan academic self-efficacy questionnaires, a goal orientation of Buffard et al., A Friedel and Paris enthusiasm questionnaire, which confirmed the validity and reliability of the tool. The results of Pearson correlation coefficient and path analysis indicated that: between orientation towards learning (learning) and orientation toward performance with academic eagerness, there was a significant direct relationship between the orientation towards non-performance and academic eagerness. . The goal orientation towards learning and avoiding students is able to predict their academic eagerness. Academic achievement has a direct, meaningful relationship with academic achievement. Educational etiquette plays a mediator role in the relationship between goal orientation and academic self-efficacy variables

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