مدل‌ علی درگیری تحصیلی: نقش حمایت تحصیلی و خود تنظیمی تحصیلی

آزادی ده بیدی, فاطمه; فولاد چنگ, محبوبه

doi:10.30495/jinev.2019.670901

کد مقاله : 670901 بازدید : 168 صفحه: 159 - 183

10.30495/jinev.2019.670901

نوع مقاله: پژوهشی

مدل‌ علی درگیری تحصیلی: نقش حمایت تحصیلی و خود تنظیمی تحصیلی

محورهای موضوعی : روانشناسی تربیتی

فاطمه آزادی ده بیدی ¹ , محبوبه فولاد چنگ ²

1 - دانشجوی دکتری روانشناسی تربیتی دانشگاه شیراز، مشاور آموزش و پرورش فارس
2 - دانشیار روانشناسی تربیتی دانشگاه شیراز

تاریخ دریافت : 1398/08/04 تاریخ پذیرش : 1398/10/30 تاریخ انتشار : 1398/09/01

کلید واژه: درگیری تحصیلی, روانشناسی, خود تنظیمی تحصیلی, تحصیلی, حمایت تحصیلی,

چکیده مقاله :

درگیری تحصیلی به عنوان یکی از موضوعات مهم در حوزه روان شناسی در سال های اخیر ذهن پژوهشگران این حیطه را به خود مشغول ساخته است. پژوهش حاضر، با هدف بررسی رابطه ی حمایت تحصیلی با درگیری تحصیلی با واسطه گری خود تنظیمی تحصیلی انجام شد. روش پژوهش توصیفی از نوع همبستگی و جامعه آماری شامل دانش‌آموزان شهرستان سپیدان بود. به این منظور 292 دانش‌آموز دوره متوسطه شهرستان سپیدان (115پسر و 177 دختر) با استفاده از روش نمونه گیری تصادفی خوشه ای چند مرحله ای انتخاب شدند و مقیاس های حمایت تحصیلی ساندز و پلانکت، درگیری تحصیلی ریو و تسینگ و خودتنظیمی تحصیلی بوفارد و همکاران را تکمیل نمودند. داده‌ها با استفاده از نرم‌افزار AMOS و در قالب الگوی معادلات ساختاری (SEM) تحلیل شدند. نتایج تحلیل داده‌ها نشان داد، مدل این پژوهش از برازش مناسبی برخوردار است. با توجه به یافته ها، حمایت تحصیلی و خود تنظیمی تحصیلی اثر مستقیم و مثبت بر درگیری تحصیلی داشتند. همچنین حمایت تحصیلی اثر مستقیم و مثبت بر خودتنظیمی تحصیلی داشت. نتایج آزمون بوت استراپ نیز حاکی از آن بود که خودتنظیمی تحصیلی، نقش واسطه ای در رابطه حمایت تحصیلی با درگیری تحصیلی دارد. به این معنا که حمایت تحصیلی با واسطه گری خود تنظیمی تحصیلی، درگیری تحصیلی را به صورت مثبت پیش بینی می کند. بر این اساس می توان گفت منابع حمایتی می توانند با ارتقاء سطح خود تنظیمی فراگیران، موجب اشتیاق و بهبود عملکرد تحصیلی شوند.

چکیده انگلیسی:

Academic engagement is a very important topic in psychology that researchers have focussed on recently. The purpose of this study was to investigate the relation of academic support to academic engagement by mediation of academic self-regulation. The research was a correlation design. Participants were 292 high school students (115 boys and 177 girls) from Sepidan selected using multistage random cluster sampling method. They completed academic support scale Sands & Plankt academic engagement scale Reeve & Teseng and academic self-regulation scale Buffard et al. Data were analyzed using Structural Equation Modeling in AMOS. The results showed that the model of this research has a suitable fitness. According to the finding, academic support and academic self-regulation had a direct and positive effect on academic engagement. Also, academic support had a direct and positive effect on academic self-regulation. The results of Bootstrup test showed that academic self-regulation has a mediating role in the relation of academic support to academic engagement. It means, academic support predicts positively academic engagement by mediation of academic self-regulation. Accordingly, it can be claimed that supportive resources increase academic engagement among students through promoting their self-regulation levels.

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