مدل‌یابی روابط ساختاری توانایی‌های شناختی با پیشرفت تحصیلی از طریق میانجیگری خوش‌بینی علمی در دانش‌آموزان متوسطه
محورهای موضوعی : روش ها و مدل های روانشناختی
آرزو اباذری
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نبی ا.. اکبرنتاج شوب
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جمال صادقی
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1 - دانشجوی دکتری روانشناسی، گروه روان شناسی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران
2 - استادیارگروه روان شناسی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران
3 - دانشیار گروه روانشناسی، واحد بابل، دانشگاه آزاد اسلامی، بابل، ایران
کلید واژه: پیشرفت تحصیلی, توانایی‌های شناختی, خوش‌بینی علمی, دانش‌آموزان متوسطه,
چکیده مقاله :
زمینه و هدف: پیشرفت تحصیلی آرزوی بزرگ همه والدین برای فرزندان‌شان است و به عوامل زیادی بستگی دارد. هدف این پژوهش مدل‌سازی روابط ساختاری توانایی‌های شناختی با پیشرفت تحصیلی با میانجیگری نقش خوش‌بینی علمی‌در دانش‌آموزان دبیرستانی بود.
روش: روش توصیفی از نوع همبستگی بر اساس مدل‌یابی معادلات ساختاری بود. جامعه آماری شامل کلیه 1361 دانش‌آموز پسر مقطع راهنمایی متوسطه نهم شهر بابل در سال تحصیلی 1391 بود که از بین آنها به روش خوشه‌ای دومرحله‌ای تعداد 250 نفر انتخاب شدند. به منظور گردآوری داده‌ها از مقیاس عملکرد تحصیلی فام و تیلور، پرسش‌نامه توانایی‌های شناختی نجاتی و مقیاس خوش‌بینی تحصیلی تشانن-موران و همکاران استفاده شد. به منظور تجزیه و تحلیل داده‌ها از روش تحلیل معادلات ساختاری استفاده شد.
یافته ها: یافته‌ها نشان داد که بین توانایی‌های شناختی و پیشرفت تحصیلی دانش‌آموزان دوره اول متوسطه رابطه وجود دارد. هم‌چنین، توانایی‌های شناختی با میانجیگری نقش خوش‌بینی علمی‌دانش‌آموزان متوسطه بر پیشرفت تحصیلی تأثیر بسزایی دارد.
نتیجه گیری: پیشنهاد می‌شود معلمان با میانجیگری خوش‌بینی علمی بر روی توانایی‌های شناختی فراگیران کار کنند تا آنها به پیشرفت تحصیلی بالقوه خود برسند.
Background and purpose: Academic achievement is a big desire of all parents for their kids and depends on many factors. The purpose of this research was to model the structural relationships of cognitive abilities with academic achievement through the mediation of the role of scientific optimism in high school students.
Methods: The method was descriptive, correlation type based on the structural equations. The statistical population consisted all 1361 male public school students of junior high school, ninth grade of Babol in the academic year of 2022. 250 people were selected as the sample by two-stage cluster sampling method. In order to collect the data, the Academic Performance Scale by Pham and Taylor, the Cognitive Abilities Questionnaire by Nejati, and the Academic Optimism Scale by Tschannen-Moran et al. were used. In order to analyze the data structural equations modeling were used.
Findings: The findings showed that there is a relationship between cognitive abilities and academic progress in junior high school students. Also, cognitive abilities have a significant effect on academic progress through the mediation role of scientific optimism in second year high school students.
Conclusion: It is recommended that the teachers work on the learners’ cognitive abilities through the mediation of scientific optimism to have them reach their potential academic progress.
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