الگوی ساختاری روابط بینفردی با اشتیاق و عملکرد تحصیلی دانشآموزان دورۀ متوسطه با نقش میانجی عواطف مثبت
محورهای موضوعی :
حسام سلیمانی
1
,
یاسمین ساکی
2
,
نازنین نقدی
3
1 - دانشجوی دکتری روانشناسی دانشگاه شهید چمران اهواز
2 - گروه روانشناسی، دانشگاه آزاد اسلامی، اهواز
3 - گروه روانشناسی، دانشکدۀ علوم تربیتی و روانشناسی، دانشگاه شهید چمران، اهواز
کلید واژه: عملکرد تحصیلی, اشتیاق تحصیلی, رابطۀ والد ـ فرزند, رابطۀ معلم ـ دانشآموز, عواطف مثبت,
چکیده مقاله :
پژوهش حاضر با هدف بررسی الگوی ساختاری روابط بینفردی با عملکرد و اشتیاق تحصیلی دانشآموزان متوسطه با نقش میانجی عواطف مثبت انجام شد. روش پژوهش حاضر مدلسازی معادلات ساختاری بود. جامعه آماری شامل تمامی دانشآموزان دورۀ متوسطه شهر کرمان در سال تحصیلی 1403-1402 بود که تعداد 420 نفر از آنها به روش نمونهگیری خوشهای تصادفی چندمرحلهای بهعنوان نمونه انتخاب شدند. ابزار به کار رفته در پژوهش حاضر شامل پرسشنامۀ اشتیاق تحصیلی (AEQ) ، مقیاس رابطۀ والد ـ فرزند (PCRS)، پرسشنامۀ رابطۀ معلم ـ دانشآموز (TSRQ)، مقیاس عواطف مثبت و منفی (PANAS) است. برای تحلیل دادهها از روش مدلسازی معادلات ساختاری و آزمون بوتاسترپ و نرمافزارهای SPSS و AMOS نسخه 24 استفاده شد. یافتههای پژوهش حاضر چنین نشان داد که با وجود ضرایب همبستگی معنادار میان متغیرهای پژوهش تنها مسیر مستقیم معنادار میان متغیرهای پیشبین و ملاک، رابطۀ میان رابطۀ معلم ـ دانشآموز و عملکرد تحصیلی است. اما پس از بررسی روابط غیرمستقیم، چنین حاصل شد که عواطف مثبت تجربه شده در زمینۀ تحصیل میانجیگر رابطۀ میان روابط بینفردی با عملکرد و اشتیاق تحصیلی است. مدل از برازش مناسب برخوردار بود و نشان میداد که روابط بینفردی مطلوبتر با افزایش تجارب عاطفی و هیجانی مثبت بیشتر، موجب نگرش مطلوبتر و علاقه و اشتیاق بیشتر افراد نسبت به یادگیری میشود و عملکرد تحصیلی بالاتری مشاهده میشود.
The present study was conducted by the structural modelling of interpersonal relations with academic performance and academic engagement among high school students with the mediating role of positive affect. The method of the present research was structural equation modeling. The population included all highschool students of Kerman city in year 1402-1403, of which 420 were selected as a sample by random multi-stage cluster sampling. The tools used in the present performance study include Schaufeli et al.'s acade mic engagement questionnaire (2002), fine et al.'s parent-child relationship scale (1985), Murray and Zovich's teacher-student relationship questionnaire (2010), and Watson et al.'s positive and negative emotion scale (1988). Structural equation modeling method and bootstrap test and SPSS and AMOS version 24 software were used for data analysis. findings showed that despite the significant correlation coefficients between the research variables, the only significant direct path between the predictor and criterion variables is the relationship between the teacher-student relationship and academic performance. But after examining the indirect relationships, it was found that the positive affect experienced in the field of education mediate the relationship between interpersonal relation-ships and academic performance and academic engagement. The model had a good fit and showed that more favorable inter-personal relationships lead to increase in positive affect, and positive affect lead to a more favorable attitude and more interest and engagement towards learning and higher academic
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