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رابطه خودهای ممکن تحصیلی و تعهد تحصیلی: بررسی نقش واسطهای امید تحصیلی | ||
راهبردهای شناختی در یادگیری | ||
مقاله 1، دوره 13، شماره 24، تیر 1404 اصل مقاله (1.07 M) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22084/j.psychogy.2025.27832.2584 | ||
نویسندگان | ||
یاسمن حاتمی1؛ بهرام جوکار* 2؛ مسعود حسین چاری3 | ||
1کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران | ||
2استاد، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران | ||
3دانشیار، گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران | ||
چکیده | ||
هدف: پژوهش حاضر با هدف تعیین نقش واسطهگری امید تحصیلی در ارتباط بین خودهای ممکن تحصیلی و تعهد تحصیلی انجام شد. روش: روش این پژوهش همبستگی و از نوع معادلات ساختاری بود. جامعه آماری دانشجویان مقاطع مختلف تحصیلی دانشگاه شیراز در سال تحصیلی 1402-1401 بود. شرکتکنندگان پژوهش شامل 253 نفر از دانشجویان مرد و زن دانشگاه شیراز بودند که به روش نمونهگیری در دسترس انتخاب شدند و به سه پرسشنامه خودهای ممکن (اویسرمن و همکاران، 2004)، امید تحصیلی (سیمپسون، 1999) و تعهد تحصیلی (هیومن-وگل و رابه، 2015) پاسخ دادند. به منظور بررسی مدل پیشنهادی پژوهش از روش مدلسازی معادلات ساختاری و برای تعیین نقش واسطهگری متغیر امید تحصیلی از روش بوتاسترپ در نرمافزار Amos استفاده شد. یافتهها: یافتههای حاصل از تحلیل دادهها نشان داد که خودهای ممکن تحصیلی پیشبینیکننده مستقیم و معنیدار امید تحصیلی (0.05>P) بود. همچنین خودهای ممکن تحصیلی هم به طور مستقیم (0.01>P) و هم با واسطه امید تحصیلی قادر به پیشبینی مثبت و معنیدار تعهد تحصیلی (0.01>P) بود. نتیجهگیری: در مجموع، نتایج پژوهش حاضر حاکی از اهمیت و نقش مؤثر خودهای ممکن تحصیلی در افزایش امید تحصیلی و تعهد تحصیلی است. لذا، با توجه به نقش اثرگذار خودهای ممکن در افزایش امید تحصیلی و تعهد به تحصیل، ضروری است تا برنامهریزان آموزشی و مشاوران، مداخلات لازم جهت پرورش خودهای ممکن تحصیلی را طراحی نمایند. | ||
کلیدواژهها | ||
خودهای ممکن؛ خودهای ممکن تحصیلی؛ امید تحصیلی؛ تعهد تحصیلی | ||
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