طراحی و آزمون الگویی از اثر خودباوری تحصیلی و هیجانات تحصیلی بر عملکرد تحصیلی با در نظر گرفتن نقش واسطه‌ای انگیزش تحصیلی در دانشجویان

محورهای موضوعی : روانشناسی تربیتی

سعید بختیارپور ¹ , لاله مهری ² , زهرا افتخارسعادی ³ , رضوان همایی ⁴

1 - استادیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
2 - دانشجوی دکتری گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
3 - استادیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران
4 - استادیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

تاریخ دریافت : 1398/09/24 تاریخ پذیرش : 1399/04/02 تاریخ انتشار : 1399/03/01

کلید واژه: خودباوری تحصیلی, هیجانات مثبت تحصیلی, هیجانات منفی تحصیلی, عملکرد تحصیلی و انگیزش تحصیلی,

چکیده مقاله :

هدف از انجام پژوهش حاضر طراحی و آزمون الگویی از اثر خودباوری تحصیلی و هیجانات تحصیلی بر عملکرد تحصیلی با در نظر گرفتن نقش واسطه‌ای انگیزش تحصیلی در دانشجویانبود.در این مطالعه توصیفی- همبستگی، جامعه آماری را کلیه دانشجویان دانشگاه آزاد اسلامی واحد اهواز در سال تحصیلی 98-1397 تشکیل دادند که به روش نمونه گیری خوشه‌ای چند مرحله‌ای تعداد210 نفر به عنوان نمونه انتخاب شدند. ارزیابی مدل پیشنهادی با استفاده از روش تحلیل مسیر انجام گرفت. نتایج پژوهش نشان داد رابطه‌های مستقیم خودباوری تحصیلی به عملکرد تحصیلی (0.169=β, p<0.01)؛ خودباوری تحصیلی با انگیزش تحصیلی (0.145=β, p<0.05)؛ هیجانات مثبت تحصیلی با انگیزش تحصیلی (0.139-=β, p<0.05)؛ هیجانات منفی تحصیلی به عملکرد تحصیلی (0.462-=β, p<0.01)؛ هیجانات منفی تحصیلی به انگیزش تحصیلی (0.413-=β, p<0.01) و انگیزش تحصیلی با عملکرد تحصیلی (0.169-=β, p<0.01) معنادار شدند، اما رابطه هیجانات مثبت تحصیلی با عملکرد تحصیلی (0.096=β, p0.05) معنادار نشد. همچنین، رابطه‌ غیرمستقیم خودباوری تحصیلی با عملکرد تحصیلی با نقش واسطه‌ای انگیزش تحصیلی(0.002=β, p<0.05)، رابطه‌ غیرمستقیم هیجانات مثبت تحصیلی با عملکرد تحصیلی با نقش واسطه‌ای انگیزش تحصیلی (0.002=β, p<0.05) و رابطه‌ غیرمستقیم هیجانات منفی تحصیلی با عملکرد تحصیلی با نقش واسطه‌ای انگیزش تحصیلی(0.002-=β, p<0.05) معنادار شدند. بر اساس نتایج این پژوهش، الگوی پیشنهادی از برازش مطلوبی برخوردار است.

چکیده انگلیسی:

The aim of this study was to design and test the pattern of the effect of academic self-steem and academic excellence on academic performance by considering the intermediate role academic motivation of students. In this descriptive-correlational study, all students of Islamic Azad University of Ahvaz in the academic year 2018-19 constituted. From this population, 210 people were selected through multy-stage cluster sampling method. The proposed model was evaluated using a path analysis method.The results of this study showed that the direct relationships between academic self-steem whit academic performance (p<0.01,=β0.169); academic self-steem whit academic motivation (p<0.05,=β0.145); positive academic excellence whit academic motivation (p<0.05,=β-0.139), negative academic excellence whit academic performance (p<0.01,=β-0.462) negative academic excellence whit academic motivation (p<0.01,=β-0.413);  academic  motivation  whit  academic  performance (p<0.01,=β-0.169) were significant. But the relationships positive academic excellence whit academic performance (p>0.05,=β-0.096) was not significant. Also, the indirect relationships self-steem whit academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), positive academic excellence on academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), and negative academic excellence on academic performance  considering  the  mediating  role  of  academic  motivation (p<0.05,=β-0.002) were significant. The proposed model had an acceptable fitness to the result.

منابع و مأخذ:

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Carmona–Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance. Journal of Happiness Studies, 20(2), 605-617.

Chon, Y. V., & Shin, T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70(2), 62-75.

Cocorada E. (2016). Achievement emotions and performance among university students. Bulletin of the Transilvania University of Brasov Series VII: Social Sciences Law. 9(2):119-28.

Cross, F. L., Marchand, A. D., Medina, M., Villafuerte, A., & Rivas‐Drake, D. (2019). Academic socialization, parental educational expectations, and academic self‐efficacy among Latino adolescents. Psychology in the Schools, 19(2), 101-107

Dawkins, J. M., Hudson, V., & Brown, E. (2016). Incorporating pathways of learning, esteem and confidence for academic excellence: Girls with Pearls, 20(3):502-523.

De Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. Journal of science and medicine in sport, 21(5), 501-507.

GAO, Z. H. (2019). Chairing an academic pathology department: challenges and opportunities. Journal of clinical pathology, 72(3), 206-212.

Garcia, M. G. G., & Subia, G. S. (2019). High school athletes: Their motivation, study habits, self-discipline and academic performance. 6(1), 86-90

Hayat, A. A., esmi, K., Rezaei, R., & Nabiei, P. (2019). Relationship between academic excitement and academic performance of medical students of Shiraz University of Medical Sciences. Research in Medical Education. 9(4), 20-29 [In Persian].

Hemmati, N., Noshadi, N., & Nickel, F. (2017). Providing a structural model of academic motivation and emotional engagement: mediating the emotions of progress. New educational ideas. 13(3), 144-123 [In Persian].

Ishihara, T., Morita, N., Nakajima, T., Okita, K., Sagawa, M., & Yamatsu, K. (2018). Modeling relationships of achievement motivation and physical fitness with academic performance in Japanese schoolchildren: Moderation by gender. Physiology & behavior, 194(1), 66-72.

Ismail, NM. (2015). EFL Saudi students' class emotions and their contributions to their English achievement at Taif University. International Journal of Psychological Studies. 7(4), 20-29.

Jirdehi, M. M., Asgari, F., Tabari, R., & Leyli, E. K. (2018). Study the relationship between medical sciences students’ self-esteem and academic achievement of Guilan University of medical sciences. Journal of education and health promotion, 7(1), 17-26.

Jones, B. D., Byrnes, M. K., & Jones, M. W. (2019). Validation of the MUSIC Model of Academic Motivation Inventory: Evidence for Use with Veterinary Medicine Students. Frontiers in veterinary science, 6(11), 1-9

Khosropour, F., & Nikoie, M. (2015). The Relationship between perfectionism, achievement motivation, self-esteem, and academic performance among nursing students. Strides in Development of Medical Education, 11(4), 542-549.

Lee, J., & Kang, C. (2019). A litmus test of school accountability policy effects in Korea: cross-validating high-stakes test results for academic excellence and equity. Asia Pacific Journal of Education, 11(1), 517-531

Liou, D. D., & Rotheram-Fuller, E. (2019). Where is the real reform? African American students and their school’s expectations for academic performance. Urban Education, 54(3), 397-429.

Lumbreras, Jr., R., & Rupley, W. H. (2017). ISI, se puede! Achieving academic excellence online. Distance Education, 38(3), 381-393.

Lv, J., & Wang, B. F. (2016). A Study on Self-Esteem, Locus of Control and Achievement Motivation among High School Students. In 3d International Conference on Applied Social Science Research (ICASSR 2015). Atlantis Press.

Mafla, A. C., Divaris, K., Herrera-López, H. M., & Heft, M. W. (2019). Self-Efficacy and Academic Performance in Colombian Dental Students. Journal of dental education, 83(6), 697-705

Mantasiah, R., & Yusri, (2018). Pay It Forward Model in Foreign Language Learning to Increase Student’s Self Efficacy and Academic Motivation. Journal of Physics: Conference Series. 1028, 1(1), 38-44. 012178. IOP Publishing.

Nouri, F. Mirshah Jafari, S, I., & Saadatmand, z. (2014). Investigating the relationship between academic self-confidence and academic achievement in physical motivation based on academic motivation. Research in Curriculum Planning (Knowledge and Research in Educational Sciences-Curriculum Planning). 12(19), 89-75 [In Persian].

O’Leary, M., & Wood, P. (2019). Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education. Educational Review, 71(1), 122-139.

Parker, P. D., Marsh, H. W., Jerrim, J. P., Guo, J., & Dicke, T. (2018). Inequity and excellence in academic performance: evidence from 27 countries [accepted manuscript].55(1), 863-858.

Pekrun R., Goetz T., Daniels L M., Stupnisky R. H., & perry R. P. (2010). Boredom in achievement setting: control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(2), 531-549.

Pullen, A. G., Griffioen, D. M., Schoonenboom, J., de Koning, B. B., & Beishuizen, J. J. (2018). Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks. Studies in higher education, 43(11), 2059-2071.

Rezaei, A., Hosseini Manesh, S., Makond Hosseini, Sh., & Akbari Balotabangan, A. (2014). The relationship between emotional creativity and self-efficacy with academic performance. The mediating role of motivation to progress. Quarterly Journal of Innovation and Creativity Research in the Humanities. 4(3), 33-53 [In Persian].

Ryan, M., & Deci, L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp Educ Psychol. 25(1), 54-67.

Sharifian, F., Nasr, A., & Abedi, L. (2010). Indicators of academic performance and evaluation of its implementation by faculty members. New Thought Education. 1(1), 9-33.

Sharma, H. L. (2018). A Correlation Study among Cognitive Styles, Achievement Motivation and Academic Achievement using Multimedia and Traditional Instructional Strategies. International Journal of Research in Social Sciences, 8(5), 70-75.

Sharma, D., & Sharma, S. (2018). Relationship between motivation and academic achievement. International Journal of Advances in Scientific Research, 4(1), 01-05.

Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120(1), 238-245.

Tastan, S. B., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students. EURASIA Journal of Mathematics Science and Technology Education, 14(6), 2353-2366.

Tharp, R. (2018). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Routledge.

Topcu, S., & Leana-Taşcılar, M. Z. (2016). The role of motivation and self-esteem in the academic achievement of Turkish gifted students. Gifted Education International, 34(1), 3-18.

Torres, L. L., Palhares, J. A., & Afonso, A. J. (2018). Marketing accountability and excellence in the Portuguese state school: The construction of school social image through academic performance. Education policy analysis archives, 26(1), 130-134.

Urdan, T., & Bruchmann, K. (2018). Examining the academic motivation of a diverse student population: A consideration of methodology. Educational Psychologist, 53(2), 114-130.

Veas, A., Gilar-Corbi, R., & Miñano, P. (2016). The influence of gender, intellectual ability, academic self-concept, self-regulation, learning strategies, popularity and parent involvement in early adolescence. 6(8), 591-597

Vizoso, C., Arias-Gundín, O., & Rodríguez, C. (2018). Exploring coping and optimism as predictors of academic burnout and performance among university students. Educational Psychology, 39(1), 1-16.

Wu, Z. (2019). Academic Motivation, Engagement, and Achievement among College Students. College Student Journal, 53(1), 99-112.

Ying, Q., Fan, Y., Luo, D., & Christensen, T. (2017). Resources allocation in Chinese universities: hierarchy, academic excellence, or both? Oxford Review of Education, 43(6), 659-676.

Altbach, P. (2016). Two Central Obstacles to Russian Academic Excellence. International Higher Education, (87), 20-22.

Baghernejad, R., & Qasemzadeh, A. (2015). Investigating the Relationship between Motivation of Academic Achievement and Self-Efficacy of Students of Shahid Madani University of Azerbaijan, National Conference on Psychology of Educational and Social Sciences, Mazandaran, Komeh Alam Avaran Danesh Research Institute [In Persian].

Bhatt, S., & Bahadur, A. (2018). Role of Self Esteem & Self Efficacy in Achievement Motivation among College Students. The International Journal of Indian Psychology, 6(2), 5-13.

Carmona–Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance. Journal of Happiness Studies, 20(2), 605-617.

Chon, Y. V., & Shin, T. (2019). Profile of second language learners' metacognitive awareness and academic motivation for successful listening: A latent class analysis. Learning and Individual Differences, 70(2), 62-75.

Cocorada E. (2016). Achievement emotions and performance among university students. Bulletin of the Transilvania University of Brasov Series VII: Social Sciences Law. 9(2):119-28.

Cross, F. L., Marchand, A. D., Medina, M., Villafuerte, A., & Rivas‐Drake, D. (2019). Academic socialization, parental educational expectations, and academic self‐efficacy among Latino adolescents. Psychology in the Schools, 19(2), 101-107

Dawkins, J. M., Hudson, V., & Brown, E. (2016). Incorporating pathways of learning, esteem and confidence for academic excellence: Girls with Pearls, 20(3):502-523.

De Greeff, J. W., Bosker, R. J., Oosterlaan, J., Visscher, C., & Hartman, E. (2018). Effects of physical activity on executive functions, attention and academic performance in preadolescent children: a meta-analysis. Journal of science and medicine in sport, 21(5), 501-507.

GAO, Z. H. (2019). Chairing an academic pathology department: challenges and opportunities. Journal of clinical pathology, 72(3), 206-212.

Garcia, M. G. G., & Subia, G. S. (2019). High school athletes: Their motivation, study habits, self-discipline and academic performance. 6(1), 86-90

Hayat, A. A., esmi, K., Rezaei, R., & Nabiei, P. (2019). Relationship between academic excitement and academic performance of medical students of Shiraz University of Medical Sciences. Research in Medical Education. 9(4), 20-29 [In Persian].

Hemmati, N., Noshadi, N., & Nickel, F. (2017). Providing a structural model of academic motivation and emotional engagement: mediating the emotions of progress. New educational ideas. 13(3), 144-123 [In Persian].

Ishihara, T., Morita, N., Nakajima, T., Okita, K., Sagawa, M., & Yamatsu, K. (2018). Modeling relationships of achievement motivation and physical fitness with academic performance in Japanese schoolchildren: Moderation by gender. Physiology & behavior, 194(1), 66-72.

Ismail, NM. (2015). EFL Saudi students' class emotions and their contributions to their English achievement at Taif University. International Journal of Psychological Studies. 7(4), 20-29.

Jirdehi, M. M., Asgari, F., Tabari, R., & Leyli, E. K. (2018). Study the relationship between medical sciences students’ self-esteem and academic achievement of Guilan University of medical sciences. Journal of education and health promotion, 7(1), 17-26.

Jones, B. D., Byrnes, M. K., & Jones, M. W. (2019). Validation of the MUSIC Model of Academic Motivation Inventory: Evidence for Use with Veterinary Medicine Students. Frontiers in veterinary science, 6(11), 1-9

Khosropour, F., & Nikoie, M. (2015). The Relationship between perfectionism, achievement motivation, self-esteem, and academic performance among nursing students. Strides in Development of Medical Education, 11(4), 542-549.

Lee, J., & Kang, C. (2019). A litmus test of school accountability policy effects in Korea: cross-validating high-stakes test results for academic excellence and equity. Asia Pacific Journal of Education, 11(1), 517-531

Liou, D. D., & Rotheram-Fuller, E. (2019). Where is the real reform? African American students and their school’s expectations for academic performance. Urban Education, 54(3), 397-429.

Lumbreras, Jr., R., & Rupley, W. H. (2017). ISI, se puede! Achieving academic excellence online. Distance Education, 38(3), 381-393.

Lv, J., & Wang, B. F. (2016). A Study on Self-Esteem, Locus of Control and Achievement Motivation among High School Students. In 3d International Conference on Applied Social Science Research (ICASSR 2015). Atlantis Press.

Mafla, A. C., Divaris, K., Herrera-López, H. M., & Heft, M. W. (2019). Self-Efficacy and Academic Performance in Colombian Dental Students. Journal of dental education, 83(6), 697-705

Mantasiah, R., & Yusri, (2018). Pay It Forward Model in Foreign Language Learning to Increase Student’s Self Efficacy and Academic Motivation. Journal of Physics: Conference Series. 1028, 1(1), 38-44. 012178. IOP Publishing.

Nouri, F. Mirshah Jafari, S, I., & Saadatmand, z. (2014). Investigating the relationship between academic self-confidence and academic achievement in physical motivation based on academic motivation. Research in Curriculum Planning (Knowledge and Research in Educational Sciences-Curriculum Planning). 12(19), 89-75 [In Persian].

O’Leary, M., & Wood, P. (2019). Reimagining teaching excellence: why collaboration, rather than competition, holds the key to improving teaching and learning in higher education. Educational Review, 71(1), 122-139.

Parker, P. D., Marsh, H. W., Jerrim, J. P., Guo, J., & Dicke, T. (2018). Inequity and excellence in academic performance: evidence from 27 countries [accepted manuscript].55(1), 863-858.

Pekrun R., Goetz T., Daniels L M., Stupnisky R. H., & perry R. P. (2010). Boredom in achievement setting: control-value antecedents and performance outcomes of a neglected emotion. Journal of Educational Psychology, 102(2), 531-549.

Pullen, A. G., Griffioen, D. M., Schoonenboom, J., de Koning, B. B., & Beishuizen, J. J. (2018). Does excellence matter? The influence of potential for excellence on students’ motivation for specific collaborative tasks. Studies in higher education, 43(11), 2059-2071.

Rezaei, A., Hosseini Manesh, S., Makond Hosseini, Sh., & Akbari Balotabangan, A. (2014). The relationship between emotional creativity and self-efficacy with academic performance. The mediating role of motivation to progress. Quarterly Journal of Innovation and Creativity Research in the Humanities. 4(3), 33-53 [In Persian].

Ryan, M., & Deci, L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemp Educ Psychol. 25(1), 54-67.

Sharifian, F., Nasr, A., & Abedi, L. (2010). Indicators of academic performance and evaluation of its implementation by faculty members. New Thought Education. 1(1), 9-33.

Sharma, H. L. (2018). A Correlation Study among Cognitive Styles, Achievement Motivation and Academic Achievement using Multimedia and Traditional Instructional Strategies. International Journal of Research in Social Sciences, 8(5), 70-75.

Sharma, D., & Sharma, S. (2018). Relationship between motivation and academic achievement. International Journal of Advances in Scientific Research, 4(1), 01-05.

Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120(1), 238-245.

Tastan, S. B., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students. EURASIA Journal of Mathematics Science and Technology Education, 14(6), 2353-2366.

Tharp, R. (2018). Teaching transformed: Achieving excellence, fairness, inclusion, and harmony. Routledge.

Topcu, S., & Leana-Taşcılar, M. Z. (2016). The role of motivation and self-esteem in the academic achievement of Turkish gifted students. Gifted Education International, 34(1), 3-18.

Torres, L. L., Palhares, J. A., & Afonso, A. J. (2018). Marketing accountability and excellence in the Portuguese state school: The construction of school social image through academic performance. Education policy analysis archives, 26(1), 130-134.

Urdan, T., & Bruchmann, K. (2018). Examining the academic motivation of a diverse student population: A consideration of methodology. Educational Psychologist, 53(2), 114-130.

Veas, A., Gilar-Corbi, R., & Miñano, P. (2016). The influence of gender, intellectual ability, academic self-concept, self-regulation, learning strategies, popularity and parent involvement in early adolescence. 6(8), 591-597

Vizoso, C., Arias-Gundín, O., & Rodríguez, C. (2018). Exploring coping and optimism as predictors of academic burnout and performance among university students. Educational Psychology, 39(1), 1-16.

Wu, Z. (2019). Academic Motivation, Engagement, and Achievement among College Students. College Student Journal, 53(1), 99-112.

Ying, Q., Fan, Y., Luo, D., & Christensen, T. (2017). Resources allocation in Chinese universities: hierarchy, academic excellence, or both? Oxford Review of Education, 43(6), 659-676.