بررسی رابطه احساس تعلق به مدرسه و درگیری تحصیلی با نقش میانجی خودکارآمدی تحصیلی و سرسختی تحصیلی در بین دانش‏ آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه آموزشی روان‌شناسی تربیتی، دانشگاه لرستان، خرم‌آباد، ایران.

2 گروه آموزشی روان‌شناسی تربیتی، دانشگاه لرستان، خرم‌آباد، ایران

چکیده
پژوهش حاضر با هدف بررسی رابطه بین احساس تعلق به مدرسه و درگیری تحصیلی با خودکارآمدی تحصیلی و سرسختی تحصیلی در بین دانش‏آموزان دوره‏ی متوسطه دوم شهر خرم‏آباد انجام شد. پژوهش حاضر ازنظر هدف بنیادی و ازنظر نحوه گردآوری داده‏ها، توصیفی از نوع همبستگی و به‌طور خاص از نوع مدل‏یابی معادلات ساختاری بود. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دوره‏ی متوسطه دوم شهر خرم‏آباد در سال تحصیلی 1403-1402 بودند که از میان آن‌ها نمونه‏ای به حجم 357 نفر به روش نمونه‏گیری تصادفی خوشه‏‏ای چندمرحله‌ای انتخاب و وارد تحلیل شدند. داده‏ها از طریق پرسشنامه‏های درگیری تحصیلی (Reeve, 2013)؛ احساس تعلق به مدرسه (Brew & Beatty, 2004)؛ خودکارآمدی تحصیلی (Patrick and et.al, 1997) و سرسختی تحصیلی (Benishek & Lopez, 2005) جمع‏آوری گردید. به‌منظور ارزیابی روابط بین متغیرها از روش مدل‏یابی معادلات ساختاری استفاده شد. نتایج نشان داد که احساس تعلق به مدرسه اثر مستقیم، مثبت و پیش‏بینی‏کننده‏ای بر میزان درگیری تحصیلی دانش‏آموزان دارد (01/0<p). علاوه بر این، احساس تعلق به مدرسه توانست درگیری تحصیلی دانش‏آموزان را از طریق خودکارآمدی تحصیلی و سرسختی تحصیلی پیش‏بینی کند (05/0p<). نتایج پژوهش حاضر از اثر مستقیم احساس تعلق به مدرسه بر درگیری تحصیلی دانش‌آموزان و نقش میانجی‏گری خودکارآمدی تحصیلی و سرسختی تحصیلی در رابطه بین احساس تعلق به مدرسه و درگیری تحصیلی حمایت می‏کند.

کلیدواژه‌ها

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