مدل ساختاری از روابط بین هویت تحصیلی و عملکرد تحصیلی با میانجی‌گری راهبردهای یادگیری خودتنظیم و باورهای انگیزشی در دانش‌آموزان دختر متوسطه‌ی دوم

دانش و پژوهش در روان شناسی کاربردی

دوره 24، شماره 1 - شماره پیاپی 91، خرداد 1402، صفحه 187-207   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsrp.2021.1877706.2030

نویسندگان

زهرا ترک زاده آرانی¹؛ رضا جعفری هرندی^{* 2}؛ سوسن بهرامی³

¹دانشجوی مقطع دکتری رشته‌ی روان‌شناسی تربیتی، دانشکده‌ی علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.

²دانشیار گروه علوم ‌تربیتی، دانشکده‌ی ادبیات و علوم ‌انسانی، دانشگاه قم، قم، ایران،

³استادیار گروه علوم ‌تربیتی، دانشکده‌ی ادبیات و علوم ‌انسانی، دانشگاه قم، قم، ایران.

چکیده

پژوهش حاضر با هدف مدل­یابی رابطه­ی ساختاری هویت تحصیلی و عملکرد تحصیلی با میانجی­گری راهبردهای یادگیری خودتنظیم و باورهای انگیزشی در دانش­آموزان انجام شد. این پژوهش از لحاظ هدف کاربردی و از نظر روش توصیفی- همبستگی است. جامعه­ی آماری این پژوهش را دانش­آموزان دختر مقطع متوسطه­ی دوم نواحی چهارگانه­ی آموزش و پرورش شهر قم به تعداد 21940 نفر که در سال تحصیلی 2018-19 مشغول به تحصیل بودند، تشکیل داد. روش نمونه­گیری در پژوهش حاضر، نمونه­گیری خوشه­ای چندمرحله­ای است. بدین صورت که ابتدا چهار ناحیه­ی آموزش و پرورش شهر قم را چهار خوشه در نظر گرفته سپس از هر ناحیه یک مدرسه و از هر مدرسه سه کلاس انتخاب شد. در نهایت، حجم نمونه­ی این پژوهش بر اساس جدول کرجسی، مورگان و کهن و با توجه به حجم جامعه شامل 378 نفر از دانش­آموزان بود. در این پژوهش از ابزار پرسش­نامه (پرسش­نامه­ی منزلت­های هویت تحصیلی (Was & Isaacson, 2008) و پرسش­نامه­ی راهبردهای یادگیری خودتنظیمی (Pintrich & Degroot, 1990) که به روش 5 گزینه‌ای لیکرت طراحی شده است) جهت جمع‌آوری داده­های مربوط به متغیرهای هویت تحصیلی، راهبردهای یادگیری خودتنظیم و باورهای انگیزشی استفاده شد و در مورد متغیر عملکرد تحصیلی میانگین نمرات نیم­سال دوم دانش­آموزان به کار گرفته شد. کلیه­ی تحلیل‌های آماری با روش مدل­سازی معادلات ساختاری با رویکرد حداقل مربعات جزیی (Structural equation modeling with partial least squares approach) انجام گرفته است. یافته­ها بیان­گر تأثیر مثبت و معنادار هویت تحصیلی بر عملکرد تحصیلی به صورت مستقیم است. از سوی دیگر تأثیر هویت تحصیلی بر عملکرد تحصیلی به صورت غیر مستقیم و با میانجی­گری راهبردهای یادگیری خودتنظیم و باورهای انگیزشی نیز مثبت و معنادار است.

کلیدواژه‌ها

باورهای انگیزشی؛ دانش‌آموزان دختر؛ راهبردهای یادگیری خودتنظیم؛ عملکرد تحصیلی؛ متوسطه‌ی دوم؛ هویت تحصیلی

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