طراحی و آزمون الگویی از اثر خودباوری تحصیلی و هیجانات تحصیلی بر عملکرد تحصیلی با در نظر گرفتن نقش واسطه‌ای انگیزش تحصیلی در دانشجویان

نوع مقاله: علمی پژوهشی

نویسندگان

1 استادیار گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

2 دانشجوی دکتری گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران

چکیده

هدف از انجام پژوهش حاضر طراحی و آزمون الگویی از اثر خودباوری تحصیلی و هیجانات تحصیلی بر عملکرد تحصیلی با در نظر گرفتن نقش واسطه‌ای انگیزش تحصیلی در دانشجویانبود. در این مطالعه توصیفی- همبستگی، جامعه آماری را کلیه دانشجویان دانشگاه آزاد اسلامی واحد اهواز در سال تحصیلی 98-1397 تشکیل دادند که به روش نمونه­گیری خوشه‌ای چند مرحله‌ای تعداد 210 نفر به عنوان نمونه انتخاب شدند. ارزیابی مدل پیشنهادی با استفاده از روش تحلیل مسیر انجام گرفت. نتایج پژوهش نشان داد رابطه‌های مستقیم خودباوری تحصیلی به عملکرد تحصیلی (0.169=β, p<0.01)؛ خودباوری تحصیلی با انگیزش تحصیلی (0.145=β, p<0.05)؛ هیجانات مثبت تحصیلی با انگیزش تحصیلی (0.139-=β, p<0.05)؛ هیجانات منفی تحصیلی به عملکرد تحصیلی (0.462-=β, p<0.01)؛ هیجانات منفی تحصیلی به انگیزش تحصیلی (0.413-=β, p<0.01) و انگیزش تحصیلی با عملکرد تحصیلی (0.169-=β, p<0.01) معنادار شدند، اما رابطه هیجانات مثبت تحصیلی با عملکرد تحصیلی (0.096=β, p0.05) معنادار نشد. همچنین، رابطه‌ غیرمستقیم خودباوری تحصیلی با عملکرد تحصیلی با نقش واسطه‌ای انگیزش تحصیلی(0.002=β, p<0.05)، رابطه‌ غیرمستقیم هیجانات مثبت تحصیلی با عملکرد تحصیلی با نقش واسطه‌ای انگیزش تحصیلی (0.002=β, p<0.05) و رابطه‌ غیرمستقیم هیجانات منفی تحصیلی با عملکرد تحصیلی با نقش واسطه‌ای انگیزش تحصیلی(0.002-=β, p<0.05) معنادار شدند. بر اساس نتایج این پژوهش، الگوی پیشنهادی از برازش مطلوبی برخوردار است.

کلیدواژه‌ها


عنوان مقاله [English]

Designing and Testing the Pattern of the Effect of Academic Self-Steem and Academic Emotions on Academic Performance by Considering the Mediating Role of Academic Motivation in Students

نویسندگان [English]

  • Saeed Bakhtiarpoor 1
  • Laheg Mehri 2
  • Zahra Eftekharsoadi 1
  • Rezvan Homaie 1
1 Ahvaz
2 Ahvaz
چکیده [English]

The aim of this study was to design and test the pattern of the effect of academic self-steem and academic excellence on academic performance by considering the intermediate role academic motivation of students. In this descriptive-correlational study, all students of Islamic Azad University of Ahvaz in the academic year 2018-19 constituted. From this population, 210 people were selected through multy-stage cluster sampling method. The proposed model was evaluated using a path analysis method.The results of this study showed that the direct relationships between academic self-steem whit academic performance (p<0.01,=β0.169); academic self-steem whit academic motivation (p<0.05,=β0.145); positive academic excellence whit academic motivation (p<0.05,=β-0.139), negative academic excellence whit academic performance (p<0.01,=β-0.462) negative academic excellence whit academic motivation (p<0.01,=β-0.413);  academic  motivation  whit  academic  performance (p<0.01,=β-0.169) were significant. But the relationships positive academic excellence whit academic performance (p>0.05,=β-0.096) was not significant. Also, the indirect relationships self-steem whit academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), positive academic excellence on academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), and negative academic excellence on academic performance  considering  the  mediating  role  of  academic  motivation (p<0.05,=β-0.002) were significant. The proposed model had an acceptable fitness to the result.

کلیدواژه‌ها [English]

  • academic self-steem
  • positive academic emotions
  • negative academic emotions
  • academic performance & academic motivation
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