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آزمون روابط ساختاری بین ساختارهای هدف در کلاس مجازی با خودکارآمدی اجتماعی و کمالگرایی دردانشآموزان | ||
| تدریس پژوهی | ||
| مقاله 8، دوره 13، شماره 3 - شماره پیاپی 41، مهر 1404، صفحه 198-222 اصل مقاله (1.2 M) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/trj.2025.142745.2121 | ||
| نویسنده | ||
| اکبر جدیدی محمدابادی* | ||
| دانشیارگروه علوم تربیتی ، دانشگاه پیامنور، تهران، ایران. | ||
| چکیده | ||
| هدف: پژوهش حاضر با هدف آزمون روابط ساختاری بین ساختارهای هدف در کلاس مجازی با خودکارآمدی اجتماعی و کمالگرایی دردانشآموزان دختر دوره اول متوسطه شهر رفسنجان انجام گرفت. روش شناسی: روش تحقیق از نوع همبستگی و به شیوه معادلات ساختاری بود. جامعه آماری مورد مطالعه شامل کلیه دانش آموزان مقطع متوسطه اول شهر رفسنجان به تعداد (4500) نفر بود که از میان آنها تعداد (350) نفر به عنوان نمونه با استفاده از فرمول کوکران به شیوه تصادفی انتخاب شدند. برای تحلیل دادههای بهدست آمده از آمار توصیفی و برای تجزیه و تحلیل و بررسی فرضیهها از روش تحلیل مسیر و نرم افزار Amos استفاده شد. برای جمع آوری داده ها از سه پرسشنامه استاندارد ساختارهای هدف در کلاس مجازی میگلی و همکاران (1988) با 14 سؤال و روایی 69/0، خودکارآمدی کلنی (1989) با 25 سؤال و روایی 87/0 و کمالگرایی تریشورت و همکاران (1995) با 40 سؤال و روایی 80/0 استفاده شد. یافتهها: حاکی از آن است که بین ساختارهای هدف در کلاس مجازی و خودکارآمدی در دانش آموزان رابطه وجود دارد. همچنین بین ساختارهای هدف در کلاس مجازی و کمالگرایی در دانش آموزان رابطه وجود دارد. نتیجهگیری و پیشنهادات: خودکارآمدی اجتماعی میتواند بر نحوه تعامل دانشآموزان با همکلاسیها و معلمان در محیط مجازی تأثیر بگذارد. کمالگرایی به تمایل فرد برای دستیابی به استانداردهای بالا و بینقص بودن اشاره دارد. این ویژگی میتواند هم مثبت (به عنوان یک محرک برای پیشرفت) و هم منفی (منجر به اضطراب و ناکامی) باشد. کلیدواژه: ساختارهای هدف در کلاس مجازی، خودکارآمدی، کمالگرایی | ||
| کلیدواژهها | ||
| ساختارهای هدف در کلاس مجازی؛ خودکارآمدی؛ کمالگرایی | ||
| مراجع | ||
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