باورهای خودکارآمدی، هیجان‌های پیشرفت و بهزیستی تحصیلی: یک تحلیل میانجیگر

نوع مقاله : مقاله پژوهشی

نویسندگان

استادیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی،دانشگاه پیام نور، تهران، ایران.

چکیده


هدف: این پژوهش با هدف آزمون نقش واسطه‌ای هیجا‌ن‌های پیشرفت در رابطة بین باور‌های خودکارآمدی با بهزیستی تحصیلی در دانشجویان انجام شد.

روش: ۳۰۰ دانشجوی کارشناسی (۱۵۰ پسر و ۱۵۰ دختر) که با استفاده از روش نمونه‌گیری در دسترس انتخاب شدند، به پرسشنامة خودکارآمدی تحصیلی (زاژاکووا، لینچ و اسپنشادا، ۲۰۰۵)، نسخة کوتاه پرسشنامه هیجا‌ن‌های پیشرفت (عبدالله‌پور، ۱۳۹۴)، سیاهة مشغولیت تحصیلی (سالملاـ آرو و آپادایا، ۲۰۱۲) و سیاهة فرسودگی تحصیلی (سالملا ـ آرو، کیورا، لسکینن و نورمی، ۲۰۰۹) پاسخ دادند. برای آزمون مدل پیشنهادی پژوهش از روش آماری مدل‌یابی معادله ساختاری استفاده شد.

یافته‌ها: نتایج نشان داد که مدل پیشنهادی واسطه‌مندی نسبی هیجا‌ن‌های پیشرفت در رابطه باور‌های خودکارآمدی تحصیلی با بهزیستی تحصیلی در دانشجویان با داده‌ها برازش مطلوبی داشت. همچنین، نتایج نشان داد که در مدل مفروض، تمامی وزن‌های رگرسیونی (به جز ضرایب مسیر مربوط به اثر مستقیم باور‌های خودکارآمدی تحصیلی بر مشغولیت تحصیلی و فرسودگی تحصیلی) از لحاظ آماری معنادار بودند و در این مدل به ترتیب ۶۱ و ۵۹ درصد از پراکندگی نمرات مشغولیت تحصیلی و فرسودگی تحصیلی از طریق متغیر‌های مکنون خودکارآمدی تحصیلی و هیجا‌ن‌های پیشرفت تبیین شد.

نتیجه‌گیری: این یافته‌ها با پیش‌بینی بهزیستی تحصیلی به عنوان یک نشانگر کیفی اثربخشی زندگی تحصیلی یادگیرندگان از طریق باور‌های خودکارآمدی تحصیلی، شواهدی مضاعف و تکمیل‌کننده‌ای را در دفاع از آموزه‌های نظریة کنترل ـ ارزش هیجانات پیشرفت، فراهم آورد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Academic Self-Efficacy, Achievement Emotions and Academic Well-Being: A Mediation Analysis

نویسندگان [English]

  • Ali Khodaei
  • Reza Rahimi
Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Payam Noor University, Tehran, Iran.
چکیده [English]

Aim: This study examined the mediating effect of achievement emotions on the relationship between academic self-efficacy and academic well-being among male and female university students.
 
Method: In this correlational study, 300 students (150 male and 150 female) were selected through available sampling and responded to the Academic Self-Efficacy Questionnaire (ASE, Zajacova, Lynch & Espenshade, 2005), the Achievement Emotions Questionnaire-Revised (AEQ-R, Abdollahpour, 1394), the Schoolwork Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012), and the School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Structural equation modeling was used to assess the hypothesized model.
 
Results: The results indicated that the partially mediated model of positive and negative achievement emotions in the relationship between academic self-efficacy and academic well-being fit the data well. All regression weights in the hypothesized model were statistically significant, except for the path coefficients related to the direct effects of academic self-efficacy on academic engagement and academic burnout. The model's predictors accounted for 61% of the variance in academic engagement and 59% of the variance in academic burnout.
 
Conclusion: These findings provide additional and complementary support for the control-value theory of achievement emotions, predicting academic well-being as a qualitative indicator of students' academic success through academic self-efficacy beliefs.

کلیدواژه‌ها [English]

  • Academic Self-Efficacy
  • Control-Value Theory
  • Achievement Emotions
  • Academic Well-Being
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