نوع مقاله : مقاله پژوهشی

نویسنده

عضو هیات علمی، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران.

چکیده

پژوهش حاضر با هدف طراحی و تدوین مدلی ساختاری برای مدیریت درگیری آموزشی دانشجویان انجام شد. شرکت‌کنندگان شامل 382 نفر از دانشجویان دانشگاه علوم پزشکی همدان در سال تحصیلی 1400-1399 بودند که با روش نمونه‌گیری تصادفی ساده انتخاب شدند. به منظور اندازه‌گیری متغیرهای پژوهش، از پرسشنامه‌های آستانه تحمل آموزشی، مدیریت درگیری تحصیلی و باورهای مثبت آموزشی استفاده شد. برای ارزیابی مدل پیشنهادی از نرم‌افزار آموس و روش تحلیل مسیر استفاده شد. یافته‌‌ها نشان داد که، با توجه به مقادیر شاخص‌های بدست آمده، داده‌ها با مدل تحقیق برازش دارد؛ متغیر آستانه تحمل آموزشی قادر است درگیری شناختی، درگیری رفتاری و درگیری عاطفی را به صورت مثبت و معنادار پیش‌بینی ‌کند؛ همچنین یافته‌ها نشان داد که متغیر باورهای مثبت آموزشی به طور مثبت و غیر مستقیم رابطه بین آستانه تحمل آموزشی و مدیریت درگیری تحصیلی را میانجی‌گری می‌کند. بنابراین و با توجه به نتایج این مطالعه افزایش میزان آستانه تحمل آموزشی و باورهای مثبت تحصیلی در دانشجویان باعث ارتقای سطح درگیری رفتاری، درگیری شناختی و درگیری عاطفی آن‌ها می‌شود و زمینه را برای مدیریت بهینه و مطلوب درگیری تحصیلی فراهم می‌کند.

کلیدواژه‌ها

عنوان مقاله [English]

Designing and developing a structural model for managing student educational engagement (application of path analysis)

نویسنده [English]

  • Hossein Hafezi

Faculty Member, Department of Educational Sciences, Payame Noor University (PNU), Tehran, Iran

چکیده [English]

The aim of this study was to design and develop a structural model for managing students' educational engagement. Participants included 382 students of Hamadan University of Medical Sciences in the academic year 1399-1400 who were selected by simple random sampling. In order to measure the research variables, educational tolerance threshold, educational conflict management and positive educational beliefs questionnaires were used. Amos software and path analysis method were used to evaluate the proposed model. The results showed that, according to the values ​​of the obtained indicators, the data fit the research model; The educational tolerance threshold variable is able to predict cognitive conflict, behavioral conflict and emotional conflict in a positive and meaningful way; The findings also showed that the variable of positive educational beliefs positively and indirectly mediates the relationship between educational tolerance threshold and academic conflict management. Therefore, according to the results of this study, increasing the educational tolerance threshold and positive academic beliefs in students promotes their level of behavioral, cognitive and emotional involvement and provides the basis for optimal management of academic conflict.

کلیدواژه‌ها [English]

  • Positive Beliefs
  • Path Analysis
  • Student
  • Model
  • Educational Conflict Management
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