نقش خودکارآمدی، هوش هیجانی و سبک‌های فرزندپروری والدین در پیش‌بینی انگیزش پیشرفت تحصیلی دختران دبیرستانی

دانش و پژوهش در روان شناسی کاربردی

مقاله 8، دوره 17، شماره 2 - شماره پیاپی 64، شهریور 1395، صفحه 70-79   

نویسندگان

نیره پریشانی^{* 1}؛ سهراب عبدی زرین²

¹کارشناسی ارشد مشاوره، دانشگاه اصفهان، اصفهان، ایران

²عضو هیأت علمی دانشگاه قم، قم، ایران

چکیده

هدف این پژوهش بررسی نقش خودکارآمدی، هوش هیجانی و سبک‌های فرزندپروری والدین در پیش‌بینی انگیزش پیشرفت تحصیلی دختران دبیرستانی است. پژوهش از نوع توصیفی همبستگی است. جامعۀ آماری همۀ دانش‌آموزان مقطع دبیرستان شهر اصفهان بودند. نمونه مورد مطالعه 200 دانش‌آموز دختر مقطع دبیرستان بود که به روش تصادفی خوشه‌ای چند مرحله‌ای از بین دو دبیرستان ناحیه 4 و 5 آموزش و پرورش شهر اصفهان انتخاب شدند و پرسشنامه‌های خودکارآمدی عمومی شرر و همکاران (1982)، هوش هیجانی پترایدز و فارنهام (2002)، و انگیزش پیشرفت تحصیلی والراند و بیسونت (1992) را دانش‌آموزان و پرسشنامه‌های سبک‌های فرزندپروری باومریند (1988) را مادران تکمیل کردند. در تحلیل داده‌ها از آزمون همبستگی و تحلیل رگرسیون گام به گام استفاده شد. نتایج تحلیل رگرسیون نشان داد، از بین عوامل خانوادگی و فردی، به ترتیب سبک مقتدرانه، خودکارآمدی و هوش هیجانی پیش‌بینی‌کننده‌های معناداری (01/0P<) برای انگیزش پیشرفت تحصیلی دختران است. این در حالی بود که سبک‌های سهل‌گیرانه و مستبدانه نقش پیش‌بینی‌کنندگی معناداری در انگیزش پیشرفت تحصیلی نداشتند. یافته‌های پژوهش در کل گویای آن است که سبک‌های فرزندپروری، خودکارآمدی و هوش هیجانی بر عملکرد تحصیلی دانش‌آموزان تأثیر می‌گذارند.

کلیدواژه‌ها

انگیزش پیشرفت تحصیلی؛ سبک‌های فرزندپروری؛ خودکارآمدی؛ هوش هیجانی؛ دانش‌آموزان دختر دبیرستانی

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