نقش میانجی‌گر انگیزش تحصیلی در تبیین روابط بین خودکارآمدی تحصیلی و خود تنظیمی تحصیلی با فرسودگی تحصیلی در دانش‌آموزان دختر

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روانشناسی تربیتی، دانشکده علوم انسانی، واحد خمین، دانشگاه آزاد اسلامی، خمین، ایران.

2 دانشیار مشاوره، پژوهشکده تحقیق و توسعه علوم انسانی(سازمان سمت)، تهران، ایران.

3 دانشیار گروه مشاوره، دانشکده علوم انسانی، واحد خمین، دانشگاه آزاد اسلامی، خمین، ایران.

4 استادیار گروه مشاوره، دانشکده علوم انسانی، واحد خمین، دانشگاه آزاد اسلامی، خمین، ایران.

چکیده

مقدمه
عوامل متعددی در فرسودگی تحصیلی دانش­آموزان نقش دارند و مرور پژوهش­ها نشان دادند که بین خودکارآمدی و خودتنظیمی تحصیلی و فرسودگی تحصیلی ارتباط وجود داد، اما آیا انگیزش تحصیلی می­توان رابطه بین خودکارآمدی و خودتنظیمی تحصیلی با فرسودگی تحصیلی را میانجی­گیری بکند؟این پژوهش با هدف بررسی نقش میانجی انگیزش در روابط  بین خودکارآمدی و خود تنظیمی تحصیلی با فرسودگی تحصیلی دانش­آموزان دختر پیش­دانشگاهی انجام شد.
روش کار
روش تحقیق مطالعۀ حاضر، همبستگی بر اساس مدل­یابی معادلات ساختاری بود. با استفاده از روش نمونه­گیری تصادفی خوشه­ای تعداد 350 نفر دانش­آموز از جامعۀ آماری دانش­آموزان پیش­دانشگاهی شهر تهران انتخاب شدند و به پرسش­نامه­های فرسودگی تحصیلی برسو و همکاران (1997)، پرسشنامه استاندارد خودکارآمدی تحصیلی میجلی و همکاران (2000)، پرسشنامه خودتنظیمی تحصیلی  زیمرمن و مارتیز-پونز ( ۱۹۸۶) و انگیزش تحصیلی والرند و همکاران (1992) پاسخ دادند.
نتایج
نتایج آزمون مدل ساختاری نشان داد که خودکارآمدی تحصیلی با هر سه مؤلفه فرسودگی تحصیلی(خستگی تحصیلی، بی علاقگی و ناکارآمدی درسی) همبستگی منفی دارد (0/001≥p). انگیزه تحصیلی درونی به صورت منفی و بی­انگیزگی تحصیلی و انگیزه تحصیلی بیرونی به صورت مثبت با مؤلفه های فرسودگی تحصیلی همبسته بودند (0/001≥p). در نهایت خود تنظیمی تحصیلی به صورت با مؤلفه های سه گانه فرسودگی تحصیلی همبسته بوده و ابعاد انگیزش تحصیلی به صورت معنادار رابطه بین خودتنظیمی تحصیلی و خودکارآمدی تحصیلی با فرسودگی تحصیلی را میانجیگری می­کند (0/001≥p). در نهایت شاخص های برازندگی به دست آمده مدل کلی با داده های گردآوری شده، برازش مطلوب را دارد.
نتیجه گیری  
انگیزش تحصیلی عنصری مهم و ضروری در دوره تحصیل است که می­توان با تقویت و بهبود آن در دانش­آموزان، موفقیت تحصیلی آنها را تضمین نمود.

کلیدواژه‌ها


عنوان مقاله [English]

The Mediating Role of Academic Motivation in Explaining the Relationship between Academic Self-efficacy and Academic Self-Regulation with Academic Burnout in Female Students

نویسندگان [English]

  • Azam Amiri 1
  • Mehdi Zare BahramAbadi 2
  • Hasan Heydari 3
  • Hosein Davoodi 4
1 PhD student in Educational Psuchology, College of Humanities, Khomein Branch, Islamic Azad University, Khomein, Iran.
2 Associate Professor in counselling, SAMT organization, Tehran, Iran
3 Associate Professor, Faculty of Humanities, Khomein Branch, Islamic Azad University, Khomeini, Iran.
4 Assistant Professor in counselling, College of Humanities, Khomein Branch, Islamic Azad University, Khomein, Iran
چکیده [English]

Introduction: Several factors are involved in students' academic burnout and review of research has shown that there is a relationship between academic self-efficacy and academic burnout, but can academic motivation mediate the relationship between academic self-efficacy and academic self-regulation with academic burnout?
Materials & Methods: The research method of this study was correlation based on structural equation modeling. Using cluster random sampling method, 350 students were selected from the statistical population of pre-school students in Tehran. Mitchell et al. (2000) answered Zimmermann & Martiz-Ponce self-regulation questionnaire and Waller et al. (1992) academic motivation questionnaire.
Results: Structural model test results showed that academic self-efficacy was negatively correlated with all three components of academic burnout (academic fatigue, disinterest, and academic inefficiency) (p≤0.001). Internal academic motivation was negatively correlated with academic motivation and extrinsic motivation was positively correlated with academic burnout components (p≤0.001). Finally, academic self-regulation was correlated with the three components of academic burnout, and academic motivation dimensions significantly mediated the relationship between academic self-regulation and academic self-efficacy with academic burnout (p≤0.001). Finally, the fit model obtained overall model with the data collected, has a good fit.
Conclusion: Academic motivation is an important element in the educational process that can be enhanced and improved in students and can guarantee their academic success.

کلیدواژه‌ها [English]

  • academic motivation
  • academic self-efficacy
  • academic self-regulation
  • academic burnout
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