مدل ساختاری پیش‌بینی اشتیاق تحصیلی بر اساس راهبرد خودتنظیمی با میانجی‌گری هوش هیجانی در دانش‌آموزان دورۀ دوم متوسطۀ شهرستان مریوان
محورهای موضوعی : تربیتیعلی مصطفی زاده 1 , داوود تقوایی 2 , ذبیح پیرانی 3
1 - دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه آزاد اسلامی واحد اراک، مرکزی، ایران.
2 - دانشیار گروه روان‌شناسی تربیتی، دانشگاه آزاد اسلامی‌واحد اراک، مرکزی، ایران.
3 - استادیار روان شناسی اربیتی دانشگاه آزاد واحد اراک، ایران
کلید واژه: خودتنظیمی, اشتیاق تحصیلی, هوش هیجانی, دانش‌آموزان دورۀ دوم متوسطه,
چکیده مقاله :
هدف این پژوهش، مدل ساختاری اشتیاق تحصیلی براساس راهبرد خودتنظیمی‌با میانجی‌گری هوش هیجانی دانش آموزان دورۀ دوم متوسطۀ شهر مریوان بود. پژوهش به روش همبستگی و تحلیل مدل ساختاری اجرا شد. جامعۀ آماری شامل تمام دانش آموزان دورۀ دوم متوسطه در سال تحصیلی 1399-1398 شهر مریوان و گروه نمونه شامل 330 نفر (174 پسر، 156 دختر) بودند که به صورت تصادفی با روش نمونه گیری خوشه ای چندمرحله ای انتخاب شدند. برای گردآوری داده‌های تحقیق از پرسشنامۀ 15 سؤالی اشتیاق تحصیلی (Fredricks, Blumenfeld & Paris, 2004) پرسشنامۀ خودتنظیمی انگیزشی والترز 27 سؤالی (Wolters, 1999) و پرسشنامۀ هوش سیبریا شرینگ (SiberiaShering, 1996) استفاده شده است. ویژگی روان‌سنجی این ابزارها در مطالعه فعلی بررسی شد و نسبت به مطلوبیت آن ها اطمینان حاصل گردید. نتایج نشان داد که هوش هیجانی به صورت مستقیم و راهبرد خودتنظیمی‌انگیزشی با میانجی‌گری هوش هیجانی به صورت غیرمستقیم بر اشتیاق تحصیلی تأثیر دارند و در مجموع هر دو متغیر 42/0 از تغییرات اشتیاق تحصیلی را تبیین می کنند. نتیجه نشان می دهد که برای افزایش اشتیاق تحصیلی دانش آموزان، ترکیبی از راهبرد خودتنظیمی‌انگیزشی تحصیلی و هوش هیجانی می توانند اثرگذار باشند.
This aim was to design the structural model of academic enthusiasm based on self-regulatory strategy with the mediation of emotional intelligence of all high school students in Marivan. The research was conducted by correlational analysis and structural model analysis and the statistical population included all second year high school students in the academic year of 2019-2020 in Marivan city. The sample group consisted of 330 people (174 boys, 156 girls) who were random Multi-stage cluster sampling was selected. To collect research data, the 15-item Academic Enthusiasm Questionnaire (Fredricks, Blumenfeld & Paris, 2004), the 27-item Walters Motivational Self-Regulation Questionnaire (Wolters, 1999) and the Siberia Shering Intelligence Questionnaire (Siberia Shering, 1996) were use. The psychometric properties of these tools were examined in the current study and their suitability was ensured. Results: The results showed that emotional intelligence and motivational self-regulation strategy mediated by indirect intelligence affect academic enthusiasm and in general both variables explain 0.42 of changes in academic enthusiasm. The results show that a combination of motivational self-regulation and academic intelligence can be effective in increasing students' academic enthusiasm
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