تدوین مدلی به‌منظور تبیین و پیش‌بینی پیشرفت تحصیلی بر پایه نیازهای بنیادین روان‌شناختی و انگیزش پیشرفت تحصیلی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
حشمت الله محمودی
1
(دانشجوی دکتری روان‌شناسی تربیتی دانشگاه آزاد واحد ساوه، ساوه، ایران.)
نصراله عرفانی
2
(استادیار، دانشگاه پیام نور همدان، گروه روان‌شناسی، همدان، ایران.)
حسین محققی
3
(استادیار، دانشگاه بوعلی همدان، گروه روان‌شناسی، دانشکده علوم اجتماعی و اقتصاد، همدان، ایران.)
کلید واژه: نیازهای بنیادین روان‌شناختی, انگیزش پیشرفت تحصیلی, پیشرفت تحصیلی,
چکیده مقاله :
هدف از این پژوهش بررسی رابطه بین ارضای نیازهای بنیادین روان‌شناختی و انگیزش پیشرفت با پیشرفت تحصیلی دانش‌آموزان است. روش پژوهش از نوع همبستگی به شیوه مدل‌سازی معادلات ساختاری بود که به‌عنوان نمونه 248 نفر از دانش‌آموزان پسر پایه اول متوسطه دبیرستان‌های شهر اسدآباد با استفاده از روش نمونه‌گیری خوشه‌ای- چندمرحله‌ای انتخاب شدند. ابزار پژوهش شامل مقیاس‌های پرسشنامه نیازهای بنیادین روان‌شناختی (BPNS) با پایایی 77/0 انگیزش پیشرفت تحصیلی دانش‌آموزان (AMS) با پایایی 78/0 و مقیاس پیشرفت تحصیلی بود. به‌منظور تجزیه‌وتحلیل آماری داده‌ها علاوه بر شاخص‌های مرکزی، پراکندگی، رگرسیون، ضریب همبستگی از روش آماری مدل معادلات ساختاری با استفاده از نرم‌افزارهای تحلیل آماری SPSS21 و Lisrel8.50 استفاده شد. یافته‌ها نشان داد که به‌طورکلی مدل فرضی با داده‌ها برازش دارد. اثر مستقیم بی‌انگیزگی بر پیشرفت تحصیلی، اثر مستقیم خودفرمانی بر انگیزه درونی و بیرونی و اثر مستقیم پیوستگی بر انگیزه درونی، بیرونی و بی‌انگیزگی معنادار به دست آمد. اثرات کل پیوستگی بر پیشرفت تحصیلی معنادار شد. بر اساس مدل تدوین شده، نیازهای بنیادین روان‌شناختی و انگیزش پیشرفت تحصیلی توان تبیین 33 درصد از واریانس پیشرفت تحصیلی را دارند. بر این اساس می‌توان نتیجه‌گیری کرد که انگیزش پیشرفت (بی‌انگیزگی) نقش واسطه‌ای بین متغیرهای نیازهای بنیادین روان‌شناختی و پیشرفت تحصیلی ایفا می‌کنند.
The aim of this study is to examine the relationship between basic psychological needs satisfaction and achievement motivation with students’ academic achievement. Through correlation study of structural equation modeling selected 248 students in the first grade of secondary schools in Asadabad city by using cluster multiple stage sampling. To check tools validity, used exploratory and confirmatory factor analysis and to ensure reliability used Cronbach's alpha coefficient. The coefficient reliability of psychological basic needs questionnaire was 0.77 and for academic achievement motivation was 0.78. Results show that the model has goodness of fit with data. Direct effects of amotivation on academic achievement, autonomy on intrinsic and extrinsic motivation, and competence on the intrinsic and extrinsic motivation was significant. Total effect of competence on academic achievement was significant. Based on the developed model, psychological basic needs, and academic achievement motivation could have explain 33 percent of the variance of academic achievement. Therefor, it can be concluded that achievement motivation (amotivation) has mediating role between psychological basic needs, and academic achievement.
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