نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی تربیتی، دانشکده‌ی علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.

2 دانشجوی دکتری، گروه روان شناسی تربیتی، دانشکده ی علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 کارشناس ارشد روان شناسی، گروه روان‌شناسی بالینی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه آزاد واحد علوم تحقیقات فارس، شیراز، ایران.

4 کارشناس‌ارشد روان‌شناسی، گروه روان‌شناسی تربیتی، دانشگاه پیام نور یزد، یزد، ایران.

5 کارشناس ارشد علوم تربیتی، گروه مدیریت آموزشی، دانشکده ی ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران

6 کارشناس ارشد روان شناسی، گروه روان شناسی بالینی، دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد واحد علوم تحقیقات یزد، یزد، ایران

چکیده

هدف پژوهش حاضر، شناخت رابطه­ی باورهای خودکارآمدی تحصیلی و سرزندگی تحصیلی از طریق نقش میانجی درآمیزی با کار مدرسه و تفاوت­های بین دو جنس در این متغیرها بود. از طریق نمونه­برداری تصادفی خوشه­ای، 384 دانش­آموز دبیرستانی مدارس دولتی شهر پل­دختر (198 پسر، 186 دختر) انتخاب شدند. شرکت­کنندگان مقیاس­های باورهای خودکارآمدی تحصیلی، درآمیزی با کار مدرسه و پرسشنامه­ی سرزندگی تحصیلی را تکمیل کردند.ابزارها از روایی و پایایی مطلوبی برخوردار بودند. تحلیل داده­ها نشان داد که باورهای خودکارآمدی تحصیلی با سرزندگی تحصیلی رابطه­ی معنادار دارد (19/0, R2= 44/0 = β، 0001/0>P) و از طریق درآمیزی با کار مدرسه نیز قادر به پیش­بینی سرزندگی تحصیلی می­باشد (43/0 = β، 0001/0>P) و جنس نمی­تواند رابطه­ی این متغیرها را تعدیل کند (N.S؛ 63/0=Zr). همچنین، نتایج نشان داد که میزان باورهای خودکارآمدی تحصیلی دختران به طور معناداری بالاتر از پسران است. بر این اساس می­توان گفت باورهای خودکارآمدی تحصیلی با ارتقای ضریب درآمیزی با کار مدرسه، به افزایش سرزندگی دانش­آموزان کمک می­کند. نتایج در قالب نظریه­ی شناختی-اجتماعی بندورا، الگوی شناختی لازاروس و ویژگی­های خاص بافت اجتماعی اثرگذار بردانش­آموزان دبیرستانی در ایران مورد بحث قرارگرفتند.

کلیدواژه‌ها

عنوان مقاله [English]

Academic Self-efficacy Beliefs and Academic Vitality; the Role of Schoolwork Engagement and Gender

نویسندگان [English]

  • Morteza Moradi 1
  • Mona Jamalabadi 2
  • Sedigheh Shahabzadeh 3
  • Omolbanin Shibani 4
  • Somaye Moradi 5
  • Mona Horri 6

1 Ph.D. Candidate of Psychology, Department of Educational Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.

2 Ph.D. Candidate of Psychology, Department of Educational Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

3 M.A. in Psychology, Department of Educational Psychology, Yazd Payamenoor University, Yazd, Iran.

4 M.A. in Psychology, Department of Educational Psychology, Yazd Payamenoor University, Yazd, Iran.

5 M.A. in Educational Science, Department of Educational Management, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran

6 M.A. in Psychology, Department of Clinical Psychology, Faculty of Education and Psychology, Yazd Branch of Science and Research , Yazd, Iran

چکیده [English]

The aim of the present study was to examine the
relationship between academic self-efficacy beliefs and academic buoyancy
through mediating roles of schoolwork engagement and gender differences in this
variables. Through the cluster random sampling, 384 students of Poldokhtar
public high school (198 males and 186 females) were selected. The Participants
completed the Academic Self-Efficacy Beliefs scale, Schoolwork Engagement Scale
and Academic Buoyancy Questionnaire. All the tools enjoyed appropriate validity
and suitability. Then the data analysis indicated that the academic self-efficacy
beliefs had significant relationship with academic buoyancy (R2=0.19,
β= 0.44, P< 0.0001), and also schoolwork
engagement could predictthe academic buoyancy
(β= 0.43, P< 0.0001); moreover, gender
couldn’t play a moderating role in the relationship between these variables (Zr=
0.63, N.S). Also, the results indicated that amount of academic self-efficacy
beliefs of female students significantly was more than males. Accordingly, it
can be claimed that academic self-efficacy beliefs contribute to increase
academic buoyancy of student along with improving the income schoolwork
engagement. The outcomes were discussed within the social cognitive theory,
Lazarus cognitive modal and social-specifics affecting the high school students
in Iran.

کلیدواژه‌ها [English]

  • academic self-efficacy beliefs
  • schoolwork engagement
  • academic buoyancy
  • gender
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