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نقش ویژگیهای شخصیتی و ابعاد محیط ارتباطی خانواده در درگیری تحصیلی با واسطهگری اشتیاق | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 1، دوره 7، شماره 2 - شماره پیاپی 26، آذر 1398، صفحه 9-20 اصل مقاله (239.94 K) | ||
| نوع مقاله: پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30473/etl.2019.46396.2965 | ||
| نویسندگان | ||
| غزاله قدمی1؛ مریم زارع* 2؛ مهدی رحیمی3 | ||
| 1کارشناسی ارشد، روانشناسی تربیتی، دانشگاه یزد | ||
| 2استادیار، روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه یزد | ||
| 3دانشیار، روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه یزد | ||
| چکیده | ||
| هدف از پژوهش حاضر بررسی نقش ویژگیهای شخصیتی و ابعاد محیط ارتباطی خانواده در درگیری تحصیلی با واسطهگری اشتیاق بود. بدین منظور 375 دانشآموز دوره دوم متوسطه (200 دختر و 175 پسر) از دبیرستانهای ناحیه دو استان یزد که در سال تحصیلی 97_1396 مشغول به تحصیل بودند، به روش خوشهای چند مرحلهای انتخاب شدند. جهت اندازهگیری متغیرهای پژوهش از پرسشنامه ویژگیهای شخصیتی NEO-FFI (کاستا و مککری، 1992)، پرسشنامه محیط ارتباطی خانواده FCEI (فیتزپاتریک و ریچی، 1994)، پرسشنامه درگیری تحصیلی (شوفیلی و همکاران، 2002) و پرسشنامه شور و اشتیاق (والرند و همکاران، 2003) استفاده شد. یافتههای مدلسازی معادلات ساختاری نشان داد که وظیفهشناسی از بین ویژگیهای شخصیتی و بیانگری خانواده اثر مثبت مستقیم و غیرمستقیم (با واسطهگری اشتیاق) بر درگیری تحصیلی دارند. برونگرایی از بین ویژگیهای شخصیتی و سنتگرایی ساختاری از محیط ارتباطی خانواده نیز تنها اثر مثبت غیرمستقیم (با واسطهگری اشتیاق) بر درگیری تحصیلی دارند. بنابراین میتوان متغیر مکنون اشتیاق را به عنوان یک واسطه مؤثر در مسیر اثرگذاری ابعاد شخصیتی و خانوادگی بر متغیر مکنون درگیری تحصیلی معرفی نمود. | ||
| کلیدواژهها | ||
| ویژگیهای شخصیتی؛ محیط ارتباطی خانواده؛ درگیری تحصیلی؛ اشتیاق | ||
| عنوان مقاله [English] | ||
| The Role of Personality Traits and Family Communication Environment in Academic Engagement with Passion Mediation | ||
| نویسندگان [English] | ||
| Gazale Ghadami1؛ Maryam Zare2؛ Mehdi Rahimi3 | ||
| 1Ms.C., Psychology, Department of Psychology & Educational Sciences, Yazd University | ||
| 2Assistant Professor, Educational Psychology, Department of Psychology & Educational Sciences, Yazd Uni-versity | ||
| 3Associate Professor, Educational Psychology, Department of Psychology & Educational Sciences, Yazd Uni-versity | ||
| چکیده [English] | ||
| The aim of present study was to investigate the role of personality trait and dimensions of family communication environment in academic engagement with the mediating role of passion. For this purpose, 375 secondary high school students (200 girls and 175 boys) were selected from district two of Yazd who were studying in the academic year of 2017-18 by multi-stage cluster sampling were selected. The measures of study were the personality trait scale (NEO-FFI) (Costa & McCary, 1992), the family communication environment scale (FCEI) (Fitzpatrick & Ritchie, 1994), the academic engagement scale (Schaufeli et al., 2002) and passion scale (Vallerand et al., 2003). Results of structural equation modeling showed that conscientiousness and expressiveness have direct positive effect on academic engagement. Extraversion from personality traits and structural traditionalism from family communication environment had only positive indirect effect (with mediation of passion) on academic engagement. Therefore, it is possible to introduce latent variable of passion as an effective mediator in the path of the effectiveness of personality and family factors on latent variable of academic engagement. | ||
| کلیدواژهها [English] | ||
| Personality Trait, Family Communication Environ-ment, Academic Engagement, Passion | ||
| مراجع | ||
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