مدل ساختاری پیش‌بینی اشتیاق تحصیلی بر اساس راهبرد خودتنظیمی ‌با میانجی‌گری هوش هیجانی در دانش‌آموزان دورۀ دوم متوسطۀ شهرستان مریوان

دانش و پژوهش در روان شناسی کاربردی

دوره 24، شماره 2 - شماره پیاپی 92، شهریور 1402، صفحه 207-219   

نوع مقاله: مقاله پژوهشی

شناسه دیجیتال (DOI): 10.30486/jsrp.2020.1897186.2404

نویسندگان

علی مصطفی زاده¹؛ داوود تقوایی^{* 2}؛ ذبیح پیرانی³

¹دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه آزاد اسلامی‌ واحد اراک، مرکزی، ایران.

²دانشیار گروه روان‌شناسی تربیتی، دانشگاه آزاد اسلامی‌واحد اراک، مرکزی، ایران.

³استادیار روان شناسی اربیتی دانشگاه آزاد واحد اراک، ایران

چکیده

هدف این پژوهش، مدل ساختاری اشتیاق تحصیلی براساس راهبرد خودتنظیمی‌با میانجی‌گری هوش هیجانی دانش­آموزان دورۀ دوم متوسطۀ شهر مریوان بود. پژوهش به روش همبستگی و تحلیل مدل ساختاری اجرا شد. جامعۀ آماری شامل تمام دانش­آموزان دورۀ دوم متوسطه در سال تحصیلی 1399-1398 شهر مریوان و گروه نمونه شامل 330 نفر (174 پسر، 156 دختر) بودند که به صورت تصادفی با روش نمونه­گیری خوشه­ای چندمرحله­ای انتخاب شدند. برای گردآوری داده‌های تحقیق از پرسشنامۀ 15 سؤالی اشتیاق تحصیلی (Fredricks, Blumenfeld & Paris, 2004)  ­پرسشنامۀ خودتنظیمی ‌انگیزشی والترز 27 سؤالی (Wolters, 1999) و پرسشنامۀ­ هوش سیبریا شرینگ (Siberia Shering, 1996) استفاده شده است. ویژگی روان‌سنجی این ابزارها در مطالعه فعلی بررسی شد و نسبت  به مطلوبیت آن­ها اطمینان حاصل گردید. نتایج  نشان  داد که هوش هیجانی به صورت مستقیم و راهبرد خودتنظیمی‌انگیزشی با میانجی‌گری هوش هیجانی به صورت غیرمستقیم بر اشتیاق تحصیلی تأثیر دارند و در مجموع هر دو متغیر 42/0 از تغییرات اشتیاق تحصیلی را تبیین می­کنند. نتیجه نشان می­دهد که برای افزایش اشتیاق تحصیلی دانش­آموزان، ترکیبی از راهبرد  خودتنظیمی‌انگیزشی تحصیلی و هوش هیجانی می­توانند اثرگذار باشند.

کلیدواژه‌ها

اشتیاق تحصیلی؛ خودتنظیمی؛ هوش هیجانی؛ دانش‌آموزان دورۀ دوم متوسطه

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