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مدلیابی درگیری تحصیلی بر پایه هویت تحصیلی موفق، سرزندگی و خودراهبری با نقش میانجی اشتیاق تحصیلی دانشآموزان دختر | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| دوره 13، شماره 4 - شماره پیاپی 51، دی 1404، صفحه 139-153 اصل مقاله (1.01 M) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2026.75984.4505 | ||
| نویسندگان | ||
| علیرضا میرعمادی1؛ نورمحمد رضائی* 2؛ کریم شاطری3 | ||
| 1کارشناس ارشد روانشناسی تربیتی، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، سمنان، ایران. | ||
| 2استادیار، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران. ایران. | ||
| 3استادیار، گروه مدیریت آموزشی، دانشگاه فرهنگیان، صندوق پستی 889-14665 تهران. ایران. | ||
| چکیده | ||
| هدف پژوهش حاضر، مدلیابی درگیری تحصیلی بر پایه هویت تحصیلی موفق، سرزندگی و خودراهبری با نقش میانجی اشتیاق تحصیلی دانشآموزان دختر بود. این پژوهش از نوع همبستگی و با رویکرد مدلسازی معادلات ساختاری انجام شد. جامعه آماری شامل ۵۵۰ نفر از دانشآموزان دختر مقطع متوسطه دوم شهرستان دامغان در سال تحصیلی ۱۴۰۳-۱۴۰۴ بود که از میان آنها ۲۲۶ نفر به روش نمونهگیری در دسترس انتخاب شد. ابزار گردآوری دادهها شامل پرسشنامه سرزندگی تحصیلی مارتین و مارش (2006)، اشتیاق تحصیلی فردریکز، بلومنفیلد و پاریس (2004)، هویت تحصیلی واز و ایزاکسون (2008)، درگیری تحصیلی آپلتون، کریستنسون، کیم و رچلی (2006) و خودراهبری فویشر و کینگ (2010) بود و تحلیل دادهها با نرمافزار Smart-PLS-3 انجام شد. نتایج نشان داد که هویت تحصیلی موفق (03/8=t، 37/0=β)، سرزندگی تحصیلی (66/3=t، 16/0=β) و خودراهبری (73/5=t، 27/0=β) تأثیر مثبت و معناداری بر درگیری تحصیلی دانشآموزان دارند. همچنین، هویت تحصیلی موفق (27/5=t، 30/0=β)، سرزندگی تحصیلی (61/7=t، 37/0=β) و خودراهبری (36/5=t، 28/0=β) بر اشتیاق تحصیلی اثر مثبت و معناداری داشتند و اشتیاق تحصیلی نیز بر درگیری تحصیلی اثر مثبت داشت (30/5=t، 26/0=β). افزون بر این، اشتیاق تحصیلی در رابطه بین هویت تحصیلی موفق و درگیری تحصیلی (35/3=t، 08/0=β)، سرزندگی تحصیلی و درگیری تحصیلی (77/3=t، 10/0=β) و نیز خودراهبری و درگیری تحصیلی (74/3=t، 07/0=β) نقش میانجی معناداری ایفا کرد. نتایج شاخصهای R² و Q² نشان داد که مدل از قدرت تبیین و پیشبینی مطلوبی برخوردار است. همچنین، هویت تحصیلی موفق و خودراهبری بیشترین نقش را در تبیین درگیری تحصیلی دانشآموزان داشته و اثر آنها در حد متوسط تا قوی بود. معلمان، مشاوران و مدیران مدارس باید با ایجاد محیطی حمایتی، تقویت احساس تعلق و آموزش مهارتهای خودراهبری، زمینه افزایش اشتیاق و مشارکت فعال دانشآموزان در فرایند یادگیری را فراهم کنند. توجه به این عوامل میتواند در کاهش افت تحصیلی، افزایش انگیزه و بهبود کیفیت یادگیری دانشآموزان دختر نقش مؤثری داشته باشد. | ||
| کلیدواژهها | ||
| هویت تحصیلی موفق؛ سرزندگی تحصیلی؛ یادگیری خودراهبری؛ اشتیاق تحصیلی؛ درگیری تحصیلی دانشآموزان | ||
| عنوان مقاله [English] | ||
| Modeling Academic Engagement Based on Successful Academic Identity, Vitality, and Self-Directed Learning Considering the Mediating Role of Academic Enthusiasm among Female Students | ||
| نویسندگان [English] | ||
| Ali rezae miremadi1؛ Noormohammad Rezaei2؛ Karim Shateri3 | ||
| 1Ms.C. Student, Department of Psychology, Science and Research Branch, Islamic Azad University, Semnan, Iran | ||
| 2Assistant Professor, Department of Psychology and Counseling, Farhangian University, P.O. Box 14665-889. Tehran, Iran. | ||
| 3Assistant Professor, Department of Educational Administration, Farhangian University, P.O. Box 14665-889, Tehran, Iran. | ||
| چکیده [English] | ||
| The aim of the present study was to model academic engagement based on successful academic identity, academic vitality, and self-directed learning with the mediating role of academic enthusiasm among female students. This study was correlational in nature and conducted using structural equation modeling. The statistical population included 550 female students of senior secondary schools in Damghan during the academic year 2024–2025, of whom 226 students selected through convenience sampling. The data collection instruments included the Academic Vitality Questionnaire by Martin and Marsh (2006), the Academic Enthusiasm Questionnaire by Fredricks, Blumenfeld and Paris (2004), the Academic Identity Questionnaire by Vaz and Isaacson (2008), the Academic Engagement Questionnaire by Appleton, Christenson, Kim and Reschly (2006), and the Self-Directed Learning Questionnaire by Fisher and King (2010). Data analyzed using Smart-PLS-3 software. The results showed that successful academic identity (β=0.37, t=8.03), academic vitality (β=0.16, t=3.66), and self-directed learning (β=0.27, t=5.73) had a positive and significant effect on students’ academic engagement. Also, successful academic identity (β=0.30, t=5.27), academic vitality (β=0.37, t=7.61), and self-directed learning (β=0.28, t=5.36) had a positive and significant effect on academic enthusiasm, and academic enthusiasm also had a positive effect on academic engagement (β=0.26, t=5.30). Furthermore, academic enthusiasm played a significant mediating role in the relationship between successful academic identity and academic engagement (β=0.08, t=3.35), academic vitality and academic engagement (β=0.10, t=3.77), and self-directed learning and academic engagement (β=0.07, t=3.74). The R² and Q² indices showed that the model had acceptable explanatory and predictive power. Also, successful academic identity and self-directed learning had the greatest role in explaining academic engagement, with moderate to strong effects. Teachers, counselors, and school administrators should create a supportive environment, strengthen students’ sense of belonging, and teach self-directed learning skills to increase students’ enthusiasm and active participation in the learning process. Attention to these factors can play an important role in reducing academic failure, increasing motivation, and improving the quality of learning among female students | ||
| کلیدواژهها [English] | ||
| Successful Academic Identity, Academic Vitality, Self-Directed Learning, Academic Enthusiasm, Students' Academic Engagement | ||
| مراجع | ||
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آمار تعداد مشاهده مقاله: 9 تعداد دریافت فایل اصل مقاله: 5 |
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