مدلیابی درگیری در درس ریاضی بر اساس انگیزش و خودکارآمدی با نقش واسطهای ارزش تکلیف در دانشآموزان دوره ابتدایی
محورهای موضوعی : روانشناسی تربیتی
علی عبدی
1
,
هانیه صیدی کانی عینعلی
2
1 - دانشیار علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2 - کارشناسی ارشد مدیریت آموزشی، گروه علوم تربيتی، دانشگاه پیام نور، تهران، ایران، آموزگار آموزشوپرورش سنقر
کلید واژه: درگیری در ریاضی, ارزش تکلیف, خودکارآمدی ریاضی, انگیزش به یادگیری ریاضی,
چکیده مقاله :
در دنیای امروز که آموزش ریاضی بهعنوان یکی از مهارتهای کلیدی در رشد تحصیلی و اجتماعی اهمیت دارد، درک عوامل مؤثر بر درگیری دانشآموزان در این درس حیاتی است. در همین راستا پژوهش حاضر با هدف، تحلیل تأثیرات مستقیم و غیرمستقیم انگیزش و خودکارآمدی ریاضی بر درگیری در یادگیری ریاضی و نحوه تأثیرگذاری ارزش تکلیف بهعنوان یک عامل واسطهای در این فرآیند است. پژوهش حاضر از لحاظ هدف یک پژوهش توسعهای است و از منظر گردآوری دادهها، توصیفی و از نوع همبستگی است که در آن از روش مدل معادلات ساختاری استفاده شد. جامعه آماری شامل کلیۀ دانشآموزان پایه پنجم و ششم ابتدایی شهرستان سنقر در سال تحصیلی 1404-1403 به تعداد 2470 نفر بود که تعداد 332 نفر به عنوان نمونه به روش نمونهگیری تصادفی خوشهای انتخاب شدند. ابزارهای مورد استفاده در پژوهش، پرسشنامههای درگیری در درس ریاضی ریم-کافمن (2010)؛ خودکارآمدی ریاضی بتز وهاکت (۱۹۸۳)، انگیزش به یادگیری ریاضی کورتر (۲۰۰۵) و ارزش تکلیف پینتریچ و دیگروت (۱۹۹۱) بود. نتایج پژوهش نشان داد که انگیزش به یادگیری ریاضی، خودکارآمدی ریاضی و ارزش تکلیف بر درگیری در درس ریاضی اثر مستقیم مثبت و معنیدار دارند.، خودکارآمدی ریاضی و انگیزش به یادگیری ریاضی بر ارزش تکلیف اثر مستفیم مثبت و معنیدار دارند. علاوه بر این، خودکارآمدی ریاضی و انگیزش به یادگیری ریاضی هر دو به صورت غیرمستقیم توانستند درگیری در درس ریاضی را از طریق ارزش تکلیف پیش بینی کنند. در کل نتیجه شد که مدل مفهومی درگیری در ریاضی بر اساس خودکارآمدی ریاضی و انگیزش به یادگیری ریاضی با نقش واسطهای ارزش تکلیف با مدل تجربی برازش دارد. یافتههای پژوهش بر اهمیت نقش خودکارآمدی، انگیزش و ارزش تکلیف در مشارکت دانشآموزان در درس ریاضی تأکید دارد.
In today's world, where mathematics education is considered one of the key skills for academic and social growth, understanding the factors affecting student engagement in this subject is vital. In this regard, the present study was conducted with the aim of analyze the direct and indirect effects of motivation and mathematical self-efficacy on engagement in mathematics learning and how the task value acts as a mediating factor in this process. This research is Developmental in nature and, from a data collection perspective, descriptive and correlational, utilizing structural equation modeling (SEM). The statistical population includes all fifth and sixth-grade students in the Sanqar district for the academic year 2024-2025, totaling 2,470 students, of which 332 participants were selected as a sample using cluster random sampling. The tools used in this research were the Rimm-Kaufman (2010) Mathematics Engagement Questionnaire; the Betz and Hackett (1983) Mathematics Self-Efficacy Scale; the Korter (2005) Motivation to Learn Mathematics Questionnaire; and the Pintrich and De Groot (1991) Task Value Scale. The results of the research indicated that motivation to learn mathematics, mathematics self-efficacy, and task value have a significant positive direct effect on engagement in mathematics learning. Additionally, mathematics self-efficacy and motivation to learn mathematics have a significant positive direct effect on task value. Moreover, both mathematics self-efficacy and motivation to learn mathematics were able to predict student engagement in mathematics indirectly through task value. Overall, it was concluded that the conceptual model of engagement in mathematics, based on mathematics self-efficacy and motivation to learn mathematics, fits the empirical model with the mediating role of task value. The research findings indicated the importance of the role of self-efficacy, motivation, and task value in students' engagement in mathematics lessons
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