الگوی ساختاری روابط بین نیازهای اساسی روان‌شناختی، انگیزش تحصیلی و درگیری تحصیلی در زبان انگلیسی

نویسندگان

1 دانشیار/ دانشگاه تهران

2 دانشجوی دکتری/ دانشگاه تهران

3 دانشجوی دکتری روانشناسی تربیتی دانشگاه تهران

4 دانشگاه ازاد اسلامی ارومیه

چکیده

هدف پژوهش حاضر، بررسی روابط بین نیازهای اساسی روان­شناختی، انگیزش تحصیلی و درگیری تحصیلی دانش­آموزان در درس انگلیسی به روش الگویابی معادلات ساختاری بود. بدین­منظور، 423 نفر از دانش­آموزان سال دوم و سوم دوره متوسطه شهر ابهر (127 پسر و 296 دختر) با استفاده از نمونه­گیری تصادفی خوشه­ای انتخاب شده و به پرسشنامه نیازهای اساسی روان­شناختی ایلاردی و همکاران (1993)؛ انگیزش تحصیلی والرند و همکاران (1989) و درگیری تحصیلی آسور، کاپلان و روث (2002) پاسخ دادند. یافته­های به­دست آمده با استفاده از روش الگویابی معادلات ساختاری نشان داد که برآورده شدن نیازهای اساسی روان­شناختی، اثر مستقیم مثبت و معناداری بر انگیزش درونی، تنظیم درون فکنی­شده و تنظیم همانند شده دارد، اثر مستقیم نیازهای اساسی روان­شناختی بر روی بی­انگیزگی، منفی و معنادار؛ اما تأثیر آن بر انگیزش بیرونی معنادار نبود. همچنین نتایج نشان داد که رابطه برآورده شدن نیازهای اساسی روان­شناختی و درگیری تحصیلی از طریق انگیزش تحصیلی میانجی­گری شد. اثر مستقیم انگیزش درونی و تنظیم همانند شده بر درگیری، مثبت و معنادار و اثر بی انگیزگی، منفی و معنادار بود؛ اما اثر تنظیم درون فکنی­شده و بیرونی بر درگیری معنادار نبود. به­طور کلی می­توان نتیجه گرفت که نیازهای اساسی روان­شناختی با واسطه­گری انگیزش تحصیلی بر درگیری در درس انگلیسی تأثیر دارند.

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