تدوین مدلی به‌منظور تبیین و پیش‌بینی پیشرفت تحصیلی بر پایه نیازهای بنیادین روان‌شناختی و انگیزش پیشرفت تحصیلی

پژوهش در برنامه ریزی درسی

مقاله 7، دوره 14، شماره 53، شهریور 1396، صفحه 67-80   

نوع مقاله: مقاله پژوهشی

نویسندگان

حشمت الله محمودی^{* 1}؛ نصراله عرفانی²؛ حسین محققی³

¹دانشجوی دکتری روان‌شناسی تربیتی دانشگاه آزاد واحد ساوه، ساوه، ایران.

²استادیار، دانشگاه پیام نور همدان، گروه روان‌شناسی، همدان، ایران.

³استادیار، دانشگاه بوعلی همدان، گروه روان‌شناسی، دانشکده علوم اجتماعی و اقتصاد، همدان، ایران.

چکیده

هدف از این پژوهش بررسی رابطه بین ارضای نیازهای بنیادین روان‌شناختی و انگیزش پیشرفت با پیشرفت تحصیلی دانش‌آموزان است. روش پژوهش از نوع همبستگی به شیوه مدل‌سازی معادلات ساختاری بود که به‌عنوان نمونه 248 نفر از دانش‌آموزان پسر پایه اول متوسطه دبیرستان‌های شهر اسدآباد با استفاده از روش نمونه‌گیری خوشه‌ای- چندمرحله‌ای انتخاب شدند. ابزار پژوهش شامل مقیاس‌های پرسشنامه نیازهای بنیادین روان‌شناختی (BPNS) با پایایی 77/0 انگیزش پیشرفت تحصیلی دانش‌آموزان (AMS) با پایایی 78/0 و مقیاس پیشرفت تحصیلی بود. به‌منظور تجزیه‌وتحلیل آماری داده‌ها علاوه بر شاخص‌های مرکزی، پراکندگی، رگرسیون، ضریب همبستگی از روش آماری مدل معادلات ساختاری با استفاده از نرم‌افزارهای تحلیل آماری SPSS21 و Lisrel8.50 استفاده شد. یافته‌ها نشان داد که به‌طورکلی مدل فرضی با داده‌ها برازش دارد. اثر مستقیم بی‌انگیزگی بر پیشرفت تحصیلی، اثر مستقیم خودفرمانی بر انگیزه درونی و بیرونی و اثر مستقیم پیوستگی بر انگیزه درونی، بیرونی و بی‌انگیزگی معنادار به دست آمد. اثرات کل پیوستگی بر پیشرفت تحصیلی معنادار شد. بر اساس مدل تدوین شده، نیازهای بنیادین روان‌شناختی و انگیزش پیشرفت تحصیلی توان تبیین 33 درصد از واریانس پیشرفت تحصیلی را دارند. بر این اساس می‌توان نتیجه‌گیری کرد که انگیزش پیشرفت (بی‌انگیزگی) نقش واسطه‌ای بین متغیرهای نیازهای بنیادین روان‌شناختی و پیشرفت تحصیلی ایفا می‌کنند.
 

کلیدواژه‌ها

انگیزش پیشرفت تحصیلی؛ نیازهای بنیادین روان‌شناختی؛ پیشرفت تحصیلی

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