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مدل ساختاری میزان سواد والدین با اشتیاق تحصیلی و ملال تحصیلی دانشآموزان دارای ناتوانی یادگیری | ||
راهبردهای شناختی در یادگیری | ||
مقاله 12، دوره 12، شماره 22، 1403، صفحه 205-221 اصل مقاله (685.96 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2024.28663.2650 | ||
نویسندگان | ||
جمال سلیمی1؛ سیدجمال بارخدا* 2؛ عبدالله عزیزی3 | ||
1دانشیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران | ||
2استادیار گروه علوم تربیتی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران | ||
3کارشناس ارشد برنامهریزی درسی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران | ||
چکیده | ||
هدف: مدل ساختاری میزان سواد والدین با اشتیاق تحصیلی و ملال تحصیلی دانش آموزان دارای ناتوانی یادگیری است. روش: تحقیق حاضر از لحاظ هدف (کاربردی) و از نظر ماهیت و روش (توصیفی - پیمایشی) است. جامعه آماری شامل کلیه دانشآموزان مقطع متوسطه (هفتم تا نهم) 260 نفر (92 دختر و 63 پسر) بودند که در سال تحصیلی 1400 تا 1401 در مدارس استثنایی شهر سنندج مشغول به تحصیل بودند. جهت تعیین حجم نمونه از جدول فرمول کوکران نمونهای با تعداد 155 نفر را بهعنوان مشارکتکننده در پژوهش انتخاب نمودهاند. جهت گردآوری دادها با استفاده از پرسشنامه محقق ساخته سواد والدین (PLQ)، اشتیاق تحصیلی فردریکز و بلوندفیل (QAE)، ملال تحصیلی پکران همکاران (QAB) استفاده شد. تجزیهوتحلیل دادهها با استفاده از نرمافزارهای SPSS 26 و جهت برازش مدل اندازهگیری از مدل معادلات ساختاری SmartPLS3 استفاده گردید. یافتهها: نتایج پژوهش نشان داد که در میان مؤلفههای میزان سواد والدین سواد اجتماعی با ضریب t-value (396/60) قویترین رابطه را در میان مؤلفههای متغیر مستقل نشان میدهد. همچنین نتایج حاصل از ضریب بتا نشان داد که بیشترین تأثیر مشاهده شده در میان متغیر مستقل مربوط به سواد اجتماعی "789/0" و بیشترین تأثیرپذیری در میان متغیر وابسته مربوط به ملال تحصیلی در مؤلفه ملال تحصیلی یادگیری با ضریب بتای (0/877) است. نتیجهگیری: با توجه به نتایج بهدستآمده میزان سواد والدین هم بر اشتیاق تحصیلی و هم بر ملال تحصیلی تأثیر دارد وانگهی این تأثیر در اشتیاق رو به فزونی و در ملال تحصیلی رو به کاهش است. بدین معنا که هر چه میزان سواد والدین بالا باشد ملال تحصیلی رفتاری، عاطفی و کلاسی کاهش مییابد. | ||
کلیدواژهها | ||
اشتیاق تحصیلی؛ ملال تحصیلی؛ ناتوانی یادگیری؛ سواد والدین | ||
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