تأثیر سنوات تحصیلی، روان‌رنجوری و راهبردهای یادگیری خودنظم‌دهی بر فرسودگی تحصیلی: آزمون یک مدل مفهومی
الموضوعات :
شهرام واحدی
1
(عضو هیأت علمی دانشگاه تبریز)
تورج هاشمی
2
(عضو هیأت علمی دانشگاه تبریز)
سینا شفیعی سورک
3
(دانشجوی دکتری دانشگاه تبریز)
الکلمات المفتاحية: دانشجویان, سنوات تحصیلی, فرسودگی تحصیلی, روان‌رنجوری, راهبردهای یادگیری خودنظم‌دهی,
ملخص المقالة :
این مطالعۀ توصیفی با هدف بررسی تأثیر سنوات تحصیلی، روان‌رنجوری و راهبردهای یادگیری خودنظم‌دهی بر فرسودگی تحصیلی برای آزمون یک مدل نظری انجام گرفت. جامعۀ آماری مطالعه، تمامی دانشجویان مقاطع کاردانی و کارشناسی دانشگاه آزاد اسلامی واحد اشکذر به حجم 1162 نفر بود. نمونۀ تحقیق 290 نفر از این دانشجویان را شامل شد که با روش نمونه‌گیری خوشه‌ای انتخاب شدند. مقیاس روان‌رنجوری (کاستا و مک‌کری، 1992)، پرسشنامۀ راهبردهای انگیزشی برای یادگیری (پینتریچ و دی‌گروت، 1990) و پرسشنامۀ فرسودگی تحصیلی (برسو و همکاران، 2007) ابزارهای پژوهش و آزمون‌های همبستگی ساده و تحلیل مسیر روش‌های آماری مورد استفاده بودند. نتایج مطالعه، همسو با فرضیه‌ها نشان داد که سنوات تحصیلی (05/0>P ) و روان‌رنجوری (01/0>P ) به شکلی مثبت و خودکارآمدی (01/0>P )، ارزشگذاری درونی (01/0>P ) و خودتنظیمی (05/0>P ) به شکلی منفی بر فرسودگی تحصیلی تأثیر دارند. همچنین توان متغیر خودتنظیمی در میانجیگری تأثیر عوامل روان‌رنجوری (05/0>P )، خودکارآمدی (01/0>P ) و ارزشگذاری درونی (05/0>P ) بر فرسودگی تحصیلی به تأیید رسید. در مجموع 58 درصد واریانس فرسودگی تحصیلی را این متغیرها تبیین می‌کند.
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