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مدل ساختاری شایستگی ادراک‌شده بر اساس سرمایه روان‌شناختی در دانش‌آموزان: نقش میانجی خوش‌بینی تحصیلی | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| دوره 13، شماره 3 - شماره پیاپی 50، مهر 1404، صفحه 21-30 اصل مقاله (978.16 K) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2025.73446.4330 | ||
| نویسندگان | ||
| مرضیه مشعل پور* 1؛ پریسا یوسفی2 | ||
| 1استادیار، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام نور، تهران، ایران | ||
| 2دانش آموخته کارشناسی ارشد، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد اهواز، ایران | ||
| چکیده | ||
| هدف از انجام پژوهش حاضر بررسی روابط ساختاری شایستگی ادراک‌شده بر اساس سرمایه روان‌شناختی با نقش میانجی خوش‌بینی تحصیلی در دانش‌آموزان بود. طرح پژوهش، توصیفی-همبستگی و جامعه آماری شامل کلیه دانش‌آموزان دختر دوره متوسطه اول شهرستان خرمشهر در سال تحصیلی 1403-1402 بود که 696 نفر بودند. به این منظور 252 دانش‌آموز به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. برای جمع‌آوری داده‌ها از پرسش‌نامه‌های شایستگی ادراک‌شده هارتر (1982)، سرمایه روان‌شناختی لوتانز و همکاران (2007) و خوش‌بینی تحصیلی اسچنن- موران و همکاران (۲۰۱۳) استفاده شد. تجزیه و تحلیل داده‌ها به روش آمار توصیفی، استنباطی و تحلیل مسیر و با نرمافزارهای SPSS-27 و AMOS-25 انجام شد. براساس یافته‌های این پژوهش، مدل روابط علّی بین متغیرهای مذکور، از برازش قابل قبولی برخوردار بود و سرمایه روان‌شناختی به صورت غیر مستقیم و با نقش میانجی خوش‌بینی تحصیلی با شایستگی ادراک‌شده رابطه معنادار داشت (576/0=β p<0.01). همچنین مسیر بین سرمایه روان‌شناختی و خوش‌بینی تحصیلی (306/0 =β p<0.01) و مسیر بین خوش‌بینی تحصیلی و شایستگی ادراک‌شده (524/0 =β p<0.01) معنادار بود؛ ولی مسیر بین سرمایه روان‌شناختی و شایستگی ادراک‌شده (052/0 =β p>0.05 ) معنادار نبود. با توجه به یافته‌های این پژوهش می‌توان نتیجه گرفت که مدل روابط ساختاری بین سرمایه روان‌شناختی و شایستگی ادراک شده با نقش میانجی خوش‌بینی تحصیلی از برازش مطلوبی برخوردار است و جهت بهبود شایستگی ادراک‌شده دانش‌آموزان ضروری است به سرمایه روان‌شناختی و خوش‌بینی تحصیلی آنها توجه شود و تدابیر لازم در برنامه‌ریزی‌های آموزشی در نظر گرفته شود. | ||
| کلیدواژه‌ها | ||
| شایستگی ادراک شده؛ سرمایه روان‌شناختی؛ خوش‌بینی تحصیلی | ||
| عنوان مقاله [English] | ||
| Structural Model of Perceived Competence Based on Psychological Capital in Students: The Mediating Role of Academic Optimism | ||
| نویسندگان [English] | ||
| Marzieh Mashalpour1؛ Parisa Yosefi2 | ||
| 1Assistant Professor, Faculty of Educational sciences and Psychology, Payame Noor University, Tehran, Iran.m.mashalpour@pnu.ac.ir | ||
| 2MA of general psychology, Faculty of Educational sciences and Psychology, Islamic Azad University, Ahvaz Branch, Iran | ||
| چکیده [English] | ||
| The aim of the present study was to investigate the structural relationships of perceived competence based on psychological capital in students: the mediating role of academic optimism. The research design was descriptive-correlational. The statistical population included all female students in the first year of high school of Khorramshahr city in the academic year 2023-2024, which was 696 people. For this purpose, 252 students selected using multi-stage cluster random sampling. For data collection, Harter's perceived competence questionnaire (1982), Luthans et al.'s psychological capital (2007), and Schoenen-Moran et al.'s academic optimism (2013) used. Data analysis performed using descriptive and inferential statistics and path analysis with SPSS-27 and AMOS-25. Based on the findings of this study, the proposed model of causal relationships between the aforementioned variables had an acceptable fit and psychological capital had a significant relationship indirectly and with the mediating role of academic optimism with perceived competence (β = 0.576, p < 0.01). Also, the path between psychological capital and academic optimism (β = 0.306, p < 0.01) and the path between academic optimism and perceived competence (β = 0.524, p < 0.01) were significant, but the path between psychological capital and perceived competence (β = 0.052, p > 0.05) was not significant. According to the findings of this study, it can be concluded that the structural relationship model between psychological capital and perceived competence with the mediating role of academic optimism has a good fit, and in order to improve students' perceived competence, it is necessary to pay attention to their psychological capital and academic optimism and take the necessary measures in educational planning. | ||
| کلیدواژه‌ها [English] | ||
| Perceived competence, psychological capital, academic optimism | ||
| مراجع | ||
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