Designing a Model for Empowering Agriculture Students to Reduce Academic Burnout
محورهای موضوعی : Education and training
دنیا منافی
1
(دکتری آموزش کشاورزی، دانشگاه تهران، تهران، ایران)
سید حمید موحد محمدی
2
(استاد گروه ترویج و آموزش کشاورزی، دانشکده اقتصاد و توسعه کشاورزی، دانشگاه تهران، تهران، ایران)
احمد رضوان فر
3
(استاد گروه ترویج و آموزش کشاورزی، دانشکده اقتصاد و توسعه کشاورزی، دانشگاه تهران، تهران، ایران)
کلید واژه: Educational Motivation, educational success, Educational Burnout, educational empowerment,
چکیده مقاله :
The purpose of this study was to design a model for student empowerment to reduce academic burnout in the agricultural higher education system in Iran. The statistical population was composed of 10 higher education experts in the qualitative phase. In the quantitative phase, 200 students were selected by the Krejci-Morgan table. The sampling method was purposive in the qualitative phase and random in the quantitative phase. The experts (participants) mentioned seven indices as the main factors for model evaluation. Furthermore, the relative coefficient value of each index was determined by the Analytic Hierarchy Process (AHP). Model fitting results showed that RMSEA was equal to 0.096, and as this value was less than 0.1, it indicated that the mean squared error of the model was applicable and the initial model was acceptable. Likewise, FIGFI, CFI, and NFI were more than 0.9, indicating that the measurement model of the indices was propitious. The model evaluation and the assessment of the difference between the means of indices illustrated that empowering students would have a significant impact on reducing academic burnout in the agricultural higher education system in Iran. The significance level was estimated at less than 0.01. The impact was B=0.46 for future orientation, B=0.51 for the level of access to information, B=0.52 for emotional exhaustion, and B=0.57 for depersonalization.
هدف این پژوهش طراحی مدلی برای توانمندسازی دانشجویان به منظور کاهش فرسودگی تحصیلی در نظام آموزش عالی کشاورزی ایران بود. جامعه آماری این پژوهش در بخش کیفی 10 نفر از کارشناسان آموزش عالی و در مرحله کمی 200 نفر از دانشجویان با استفاده از جدول کرجسی مورگان انتخاب شدند. روش نمونهگیری در بخش کیفی هدفمند و در بخش کمی تصادفی بود. کارشناسان (شرکت کنندگان) 7 شاخص را به عنوان عوامل اصلی برای ارزیابی مدل ذکر کردند. همچنین مقدار ضریب نسبی هر شاخص توسط فرآیند تحلیل سلسله مراتبی (AHP) تعیین شد. نتایج برازش مدل نشان داد که مقدار RMSEA برابر با 096/0 است و با توجه به اینکه این مقدار کمتر از 1/0 است، نشان دهنده قابل اجرا بودن میانگین مربعات خطای مدل و قابل قبول بودن مدل اولیه است. به همین ترتیب، FIGFI، CFI و NFI بیش از 0.9 بودند که نشان می‌دهد مدل اندازه‌گیری شاخص‌ها مناسب است. ارزیابی مدل و ارزیابی تفاوت بین میانگین‌های شاخص‌ها نشان داد که توانمندسازی دانشجویان تأثیر بسزایی در کاهش فرسودگی تحصیلی در نظام آموزش عالی کشاورزی ایران دارد. سطح معنی داری کمتر از 01/0 برآورد شد. تأثیر جهت گیری آینده B=0.46، برای سطح دسترسی به اطلاعات B=0.51، برای فرسودگی هیجانی B=0.52 و برای زوال شخصیت B=0.57 بود.
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