بررسی رابطه بین خودباوری تحصیلی با پیشرفت تحصیلی دردرس فیزیک مبتنی برانگیزه تحصیلی

محورهای موضوعی : پژوهش در برنامه ریزی درسی

فریده نوری ¹ (1دانشجوی کارشناسی ارشد برنامه ریزی درسی، واحد میمه، دانشگاه آزاد اسلامی، میمه، ایران)
ابراهیم میرشاه جعفری ² (2دانشیار دانشکده علوم تربیتی دانشگاه اصفهان، اصفهان، ایران)
زهره سعادتمند ³ (3استادیار دانشکده علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران)

تاریخ دریافت : 1396/07/25 تاریخ پذیرش : 1396/07/25 تاریخ انتشار : 1394/07/01

کلید واژه: پیشرفت تحصیلی, خودباوری تحصیلی, انگیزه تحصیلی,

چکیده مقاله :

این پژوهش با هدف بررسی رابطه بین خودباوری با پیشرفت تحصیلی مبتنی بر میانجی‌گری انگیزه تحصیلی در درس فیزیک دانش‌آموزان دوره متوسطه شهر اصفهان اجرا شد. روش تحقیق پژوهش حاضر توصیفی و از نوع همبستگی بود. جامعه آماری شامل 57004 نفر از دانش‌آموزان متوسطه شهر اصفهان در سال تحصیلی 92 ـ 1391، ابتدا به روش نمونه‌گیری خوشه‌ای چند مرحله‌ای از بین شش ناحیه آموزش و پرورش شهر اصفهان، سه ناحیه به تصادف انتخاب شد و در مرحله دوم از روش نمونه‌گیری تصادفی طبقه‌ای متناسب با حجم، استفاده شد و حجم نمونه 381 نفر به دست آمد. ابزارهای پژوهش، شامل پرسشنامه انگیزه تحصیلی، پرسشنامه محقق ساخته خودباوری تحصیلی و نمره پایان ترم خردادماه درس فیزیک دانش آموزان پایه دوم بود. جهت تحلیل داده‌ها از آزمون‌های آماری همبستگی پیرسون و معادلات ساختاری با استفاده از نرم افزار 19spss و لیزرل استفاده گردید. یافته‌های پژوهش نشان داد بین انگیزه تحصیلی و خودباوری تحصیلی یا پیشرفت درس فیزیک رابطه مثبت و معناداری وجود دارد و انگیزه تحصیلی نقش میانجی بین خودباوری تحصیلی و پیشرفت درس فیزیک را ایفا کرده است. در ضمن، بین دو متغیر خودباوری و انگیزه، خودباوری تحصیلی بهترین و تنها پیش‌بینی کننده پیشرفت درس فیزیک بوده است.

چکیده انگلیسی:

This research aimed to study about the relationship between academic self-confidence and academic achievement in physics course based on the intervention of academic motivation among the secondary school students in Isfahan. The research method was of correlational descriptive type. The Statistical population included 57004 secondary school students in Isfahan in academic year 2012-2013. At first, three districts out of six educational districts in Isfahan were selected randomly through multistage cluster sampling method. Then considering the size, stratified random sampling method was applied and sample size was calculated as 381 people. The research tools included the academic motivation questionnaire, researcher-made questionnaire on academic self-confidence as well as the final score of the students in physic. Data were, then analyzed by means of Pearson correlation tests, structural equitation, Spss 19th version, and Lizrerl software. The findings obtained from statistical analysis showed that there was a significant relationship between the academic motivation and the academic self-confidence or the academic achievement Academic motivation rolled as a mediator between the academic self-confidence and academic achievement. Additionally, between the variables of self-confidence and motivation, only was academic self-confidence which predicted the promotion in Physic in a best way.

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