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بررسی رابطه میان خودکارآمدی تحصیلی و اشتیاق تحصیلی با توجه به نقش میانجی خودتنظیمی در میان دانشجویان رشته زبان انگلیسی | ||
تدریس پژوهی | ||
مقاله 4، دوره 10، شماره 1 - شماره پیاپی 31، فروردین 1401، صفحه 106-81 اصل مقاله (1.21 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): https://www.doi.org/10.34785/J012.2022.004 | ||
نویسندگان | ||
یاسر صیادی1؛ حبیب سلیمانی* 2 | ||
1استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، کرمانشاه، ایران. | ||
2استادیار گروه زبان انگلیسی و زبانشناسی، دانشگاه کردستان، سنندج، ایران | ||
چکیده | ||
چکیده هدف پژوهش حاضر بررسی رابطه بین خودکارآمدی تحصیلی و اشتیاق تحصیلی با توجه به نقش میانجی خودتنظیمی در میان دانشجویان کارشناسی رشته زبان انگلیسی دانشگاه کردستان در سال تحصیلی 99/98 بود. جامعهی آماری پژوهش شامل تمامی دانشجویان مقطع کارشناسی رشته زبان انگلیسی دانشگاه کردستان به تعداد 423 نفر بود که با استفاده از جدول کرجسی و مورگان و با روش نمونهگیری تصادفی تعداد 203 نفر بهعنوان نمونهی پژوهش انتخاب شدند. برای جمعآوری دادههای پژوهش، از پرسشنامههای خودکارآمدی تحصیلی جینکز و مورگان؛ اشتیاق تحصیلی فردریکز و همکاران؛ و پرسشنامه خودتنظیمی بوفارد و همکاران استفاده شد و دادهها با استفاده از نرمافزار SPSS و AMOS مورد تجزیهوتحلیل قرار گرفت. نتایج پژوهش نشان داد که مدل از برازش مطلوبی برخوردار است و تمامی ضرایب مسیر معنیدار بوده است (t ≥ 1.96; P ≤ 0.01). بر اساس نتایج، خودکارآمدی تحصیلی با ضرایب 0.47 و 0.69 به ترتیب اشتیاق تحصیلی و خودتنظیمی را بهطور مستقیم تبیین میکند؛ و خودتنظیمی با ضریب اثر 0.62 بهطور مستقیم بر اشتیاق تحصیلی اثرگذار است. همچنین نتایج نشان داد که ضریب مسیر تبیین شدهی رابطهی خودکارآمدی تحصیلی با اشتیاق تحصیلی با نقش میانجی خودتنظیمی بهصورت غیرمستقیم با ضریب 0.42 معنیدار بود. | ||
کلیدواژهها | ||
خودکارآمدی تحصیلی؛ خودتنظیمی؛ اشتیاق تحصیلی؛ دانشجویان رشته زبان انگلیسی | ||
مراجع | ||
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