مدل علّی آداب‌گریزی تحصیلی بر اساس محق‌پنداری تحصیلی، عدالت کلاسی و درگیری تحصیلی
الموضوعات :
راضیه شیخ الاسلامی
1
(دانشگاه شیراز)
محمد مهدی شیرزادی
2
(گروه روان‌شناسی تربیتی. دانشکده علوم تربیتی و روان‌شناسی. دانشگاه شیراز. شیراز. ایران)
الکلمات المفتاحية: درگیری تحصیلی, آداب‌گریزی تحصیلی, عدالت کلاسی, محق‌پنداری تحصیلی,
ملخص المقالة :
پژوهش حاضر، با هدف بررسی رابطه‌ی محق‌پنداری تحصیلی و عدالت کلاسی با آداب‌گریزی تحصیلی با واسطه‌گری درگیری تحصیلی انجام شد. برای انجام این پژوهش، تعداد 421 نفر از دانشجویان دانشگاه شیراز با روش نمونه‌گیری خوشه‌ای تصادفی چند مرحله‌ای انتخاب شدند. ابزارهای پژوهش، شامل پرسشنامه تجدیدنظر شده آداب‌گریزی در آموزش پرستاری (کلارک و همکاران، 2015)، مقیاس محق‌پنداری تحصیلی (آکاکاسو، 2002)، مقیاس عدالت کلاسی (چیرا و همکاران، 2016) و پرسشنامه درگیری تحصیلی (ریو، 2013) بود. تجزیه و تحلیل داده‌ها با روش آماری مدل‌یابی معادلات ساختاری با استفاده از نرم‌افزارAMOS انجام شد. نتایج نشان داد، مدل این پژوهش از برازش مناسبی برخوردار است. با توجه به یافته‌ها، درگیری تحصیلی، نقش واسطه‌ای در رابطه عدالت کلاسی و محق‌پنداری تحصیلی با آداب‌گریزی تحصیلی داشت. به این معنا که با افزایش عدالت کلاسی، درگیری نیز افزایش یافته و از این طریق، آداب‌گریزی تحصیلی کاهش یافته است. همچنین، با افزایش محق‌پنداری تحصیلی، درگیری کاهش یافته و از این طریق، آداب‌گریزی تحصیلی افزایش یافته است. پژوهش حاضر با ارائه الگویی از آداب‌گریزی تحصیلی می‌تواند به مسئولان آموزش عالی کمک نماید با پیشگیری از رفتارهای نامطلوب تحصیلی، زمینه بهبود و ارتقای یادگیری دانشجویان را فراهم آورند.
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