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مدل ساختاری انگیزه پیشرفت بر اساس الگوهای ارتباطی خانواده با نقش واسطه ای خودناتوان سازی تحصیلی در دانش آموزان دارای اضطراب تحصیل دختر دوره دوم ابتدایی | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 5، دوره 12، شماره 2 - شماره پیاپی 46، 1403، صفحه 57-66 اصل مقاله (518.2 K) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2024.70932.4184 | ||
| نویسندگان | ||
| حدیثه ذوالفقاری عطاآبادی1؛ فرنگیس دمهری* 2 | ||
| 1کارشناس ارشد روانشناسی عمومی، دانشکده علوم انسانی، دانشگاه علم و هنر، یزد، ایران. | ||
| 2استادیار، دانشکده علوم انسانی، دانشگاه علم و هنر، یزد، ایران | ||
| چکیده | ||
| چکیده هدف از این پژوهش طراحی یک مدل ساختاری برای پیش‌بینی انگیزه پیشرفت بر اساس الگوهای ارتباطی خانواده با متغیر میانجی خودناتوان‌سازی تحصیلی در دانش‌آموزان دارای اضطراب تحصیل دختر دوره دوم ابتدایی بود. روش این پژوهش از نظر هدف توصیفی از نظر نوع همبستگی بود. جامعه آماری دانش‌آموزان دختر پایه دوم ابتدایی دارای اضطراب تحصیل بودند. از طریق غربال و فرمول کوکران 140 دانش‌آموز به روش نمونه‌گیری در دسترس انتخاب شدند. ابزار گردآوری داده‌ها، پرسش‌نامه اضطراب تحصیل گادزلا (1991)، انگیزش پیشرفت هرمنس (1970)، الگوهای ارتباطی خانواده فیتزپاتریک (2002) و پرسش‌نامۀ خودناتوان‌سازی جونز و رودولت (1982) بود. برای تحلیل داده‌ها از طرح‌های پیشرفته همبستگی (تحلیل مسیر) از طریق اسمارت پی ال اس استفاده شد. نتایج نشان داد الگوی ارتباطی خانواده (جهت‌گیری هم‌نوایی و گفت و شنود) بر انگیزش پیشرفت تحصیلی دانش‌آموزان دارای اضطراب تحصیل رابطه معناداری داشت. جهت‌گیری هم‌نوایی رابطه غیرمستقیم و جهت‌گیری گفت‌وشنود رابطه مستقیم بر انگیزه پیشرفت تحصیلی داشت. همچنین الگوهای ارتباطی خانواده با نقش واسطه‌ای خودناتوان‌سازی تحصیلی بر انگیزه پیشرفت دانش‌آموزان رابطه معناداری داشت. در مجموع در این تحقیق نشان داده شد که الگوهای ارتباطی خانواده نقش مهمی در انگیزه پیشرفت دانش‌آموزان دارای اضطراب تحصیل دارد. | ||
| کلیدواژه‌ها | ||
| انگیزه پیشرفت؛ اضطراب تحصیل؛ الگوی ارتباطی؛ خودناتوان‌سازی تحصیلی | ||
| عنوان مقاله [English] | ||
| A Structural Model for Predicting Achievement Motivation Based on Family Communication Patterns in Students with Academic Anxiety with the Mediating Variable of Academic Self-Handicapping in Female Students of the Second Grade of Elementary School | ||
| نویسندگان [English] | ||
| Hadise Zolfaghari1؛ Farangis Demehri2 | ||
| 1M.Sc. Student in Psychology, Department of Psychology, Science and Arts University, Yazd, Iran | ||
| 2Associate Professor, Department of Psychology, Science and Arts University, Yazd, Iran | ||
| چکیده [English] | ||
| This research aims to develop a structural model to predict achievement motivation based on family communication patterns in students with academic anxiety with mediating variable of academic self handicapping. This research is applied in terms of purpose and descriptive survey. The statistical population was the female students of the second grade of primary school, who were first measured using the Godzilla 1991 Academic Sports Questionnaire, and 140 were selected as a sample according to Cochran's formula. The tools of this research were Hermans' Progress Questionnaire (1970) and Family Communication Patterns by Fitzpatrick (2002) and Self-Helplessness Questionnaire by Jones and Rodolt (1982). For statistical calculations, SPS software was used for descriptive statistics and SmartPLS for inferential statistics. The findings of the research showed that the family communication pattern of anxious students is significant in motivating their academic progress. Conformity orientation had an indirect effect and dialogue orientation has an indirect effect on academic motivation. Communication patterns also have an effect on academic disability itself. It can be concluded that the communication pattern of anxious students (conformity orientation, dialogue orientation) motivates the academic progress of female students with regard to the mediating role of academic disability. | ||
| کلیدواژه‌ها [English] | ||
| achievement motivation, academic anxiety, communication pattern, academic self-handicapping | ||
| مراجع | ||
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