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ارائه الگوی روابط علّی جهت گیری هدف تحصیلی و درگیری شناختی: نقش واسطه ای هیجان های تحصیلی و خودکارآمدی تحصیلی | ||
| شناخت اجتماعی | ||
| مقاله 1، دوره 4، شماره 2 - شماره پیاپی 8، بهمن 1394، صفحه 7-21 اصل مقاله (228.76 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| نویسنده | ||
| محمد حسن صیف* | ||
| استادیار گروه علوم تربیتی دانشگاه پیام نور | ||
| چکیده | ||
| مقدمه: هدف از پژوهش حاضر ارائه الگوی روابط علی جهتگیری هدف تحصیلی و درگیری شناختی بر اساس نقش واسطهگری هیجانهای تحصیلی و خودکارآمدی تحصیلی به روش تحلیل مسیر است. روش: نمونه آماری این پژوهش شامل 523 نفر از دانشجویان دانشگاه پیام نور شیراز که به روش نمونهگیری خوشهای انتخابشده و به پرسشنامههایی متشکل از درگیری شناختی وانگ و اسکالیس (2013)، خودکارآمدی تحصیلی میجلی و همکاران (2000)، جهتگیری هدف تحصیلی میدلتن و میگلی (1997) و هیجانهای تحصیلی پکران (2005) پاسخ دادند. یافتهها: بهطورکلی نتایج از اثرات غیرمستقیم مؤلفههای جهتگیری هدف تحصیلی بر درگیری شناختی دانشجویان اشاره دارد. نتیجهگیری: با توجه به نتایج به دست آمده جهتگیری هدف تحصیلی و مؤلفههای آن از طریق واسطهگری ابعاد هیجانهای تحصیلی بر درگیری شناختی تأثیرگذار بوده بهطوری که اهداف تبحری از طریق هیجانهای مثبت و درگیری تحصیلی اثر غیرمستقیم و مثبت و اهداف اجتنابی و عملکردی از طریق هیجانهای منفی بر درگیری شناختی اثر غیرمستقیم و منفی است. کلیه متغیرهای مطرح در این پژوهش سی و یک درصد از تغییرات موجود در متغیر درگیری شناختی را تبیین میکنند. | ||
| کلیدواژهها | ||
| جهت گیری هدف تحصیلی؛ درگیری شناختی؛ هیجان های تحصیلی؛ خودکارآمدی تحصیلی | ||
| عنوان مقاله [English] | ||
| A Causal Relationship Model of Goal Orientations and Cognitive Engagement: The Mediating Role of Academic Emotions and Academic Self-Efficacy | ||
| نویسندگان [English] | ||
| Mohammad hassan saefe | ||
| Assistant professor in Educational Science, Payame Noor University | ||
| چکیده [English] | ||
| Introduction: This study aimed at presenting a casual relationship model of goal orientations and cognitive engagement based on the mediating role of academic emotions and academic Self-Efficacy through path analysis. Method: To do so, a total number of 523 students from shiraz Payame Noor University were selected through cluster sampling, and were asked to answer the questionnaires of Cognitive Engagement (Wang& Eccles, 2013), Academic Self-Efficacy (Midgley &et al, 2000), Goal Orientations (Middleton & Midgley, 1997), and Academic Emotions (Pekrun, 2005) subscales. Results: Overall, the results indicated the indirect effects of goal orientations components on cognitive engagement. Conclusions: According to the results, goal orientations and their components influence cognitive engagement through academic emotions dimensions. This is in a way that the mastery goals, through positive emotions, have indirect and positive effect on cognitive engagement and the avoidance and functional goals have indirect and negative effect on cognitive engagement through the mediation of negative emotions and academic Self-Efficacy. The total variables in this study explain thirty one Percent of changes in the Cognitive Engagement. | ||
| کلیدواژهها [English] | ||
| Goal orientations, Cognitive engagement, Academic emotions, Academic self-efficacy | ||
| مراجع | ||
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