مدل‌یابی معادلات ساختاری ارتباط راهبردهای کنترل فکر و معنا در زندگی با عملکرد تحصیلی دانشجویان
محورهای موضوعی : روانشناسی تربیتیموسی پیری 1 , نسرین همایونی بخشایش 2 , بهار عنایتی 3
1 - دانشیار برنامه‌ریزی درسی دانشگاه شهید مدنی آذربایجان
2 - دانشجوی کارشناسی‌ارشد تحقیقات آموزشی دانشگاه شهید مدنی آذربایجان
3 - دانشجوی کارشناسی‌ارشد تحقیقات آموزشی دانشگاه شهید مدنی آذربایجان
کلید واژه: عملکرد تحصیلی, معنا در زندگی, راهبردهای کنترل فکر و معادلات ساختاری,
چکیده مقاله :
هدف این پژوهش بررسی ارتباط راهبردهای کنترل فکر و معنا در زندگی با عملکرد تحصیلی دانشجویان بود. روش پژوهش توصیفی، از نوع همبستگی بود. جامعه‌ی آماری، دانشجویان دانشگاه شهید مدنی آذربایجان بودند که تعداد 360 نفر از آن‌ها با بهره‌گیری از روش نمونه‌گیری تصادفی طبقه‌ای نسبتی انتخاب شدند. برای گردآوری داده‌ها از پرسشنامه‌های معنا در زندگی استگر (MLQ) و کنترل فکر ولز و دیویس (TCQ) و برای سنجش عملکرد تحصیلی از میانگین نیمسال اول استفاده شد. روایی سازه پرسش‌نامه‌ها با استفاده از تحلیل عاملی تأییدی بررسی و پایایی با آلفای کرونباخ به ترتیب برابر با 63/0 و 73/0 محاسبه شد. یافته‌های پژوهش نشان داد که بین معنا در زندگی و راهبردهای کنترل فکر و هم‌چنین راهبردهای کنترل فکر با عملکرد تحصیلی رابطه‌ی مثبت و معنادار وجود دارد (001/0≤ p). اما بین معنا در زندگی و عملکرد تحصیلی رابطه‌ی معنادار وجود ندارد. مدل معادلات ساختاری نیز از تأثیر مستقیم راهبردهای کنترل فکر و معنا در زندگی بر عملکرد تحصیلی و از رابطه‌ی معنا در زندگی و کنترل فکر حمایت کرد.
The purpose of this study was to investigate the relationship between the strategies of thought control and meaning in life and the students' academic performance. The research methodology was descriptive- correlational. The population was the students of Azerbaijan University among whom 360 were selected using stratified random sampling method. To collect the data, Astgr’s meaning in life (MLQ) and Wells and Davis' Control of thought (TCQ) questionnaires were used to measure the students' academic performance, their first semester averages were used. To investigate the construct validity of the questionnaires, confirmatory factor analysis was used and Cronbach's alpha was calculated which were 0/63 and 0/73 respectively. The results showed a positive significant relationship (P≤0/001) between meaning in life and strategies of thought control, and also between strategies of thought control and the students' academic performance. But the students' meaning in life and their academic performance did not have any significant relationship. Structural Equation Model supported that strategies of thought control and meaning in life had direct impact on academic performance
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