نقش میانجیگر هیجانات پیشرفت در رابطه باورهای خودکارآمدی تحصیلی و رویکردهای یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد روان شناسی تربیتی

2 عضو هیات علمی دانشگاه شهید بهشتی

چکیده

هدف: پژوهش حاضر با هدف آزمون نقش میانجیگر هیجانات پیشرفت در رابطة باورهای خودکارآمدی تحصیلی و رویکردهای یادگیری انجام شد روش: 300 دانشجو دختر به مقیاس هیجان‌های مربوط به یادگیری (پکران، گوئتز و پری، 2005)، پرسشنامه باورهای خودکارآمدی تحصیلی (زاژاکوا، لینچ و اسپنشادا، 2005) و نسخة تجدید نظر شدة دو عاملی پرسشنامة فرایند مطالعه (بیگز، کمبر و لئونگ، 2001) پاسخ دادند. در مطالعه حاضر، به منظور آزمون روابط ساختاری بین باورهای خودکارآمدی تحصیلی، هیجانات پیشرفت و رویکردهای یادگیری عمیق و سطحی از روش آماری مدل‌یابی معادلات ساختاری استفاده شد. یافته‌ها: نتایج نشان داد که در نمونة دانشجویان ایرانی، الگوی مفروض واسطه‌مندی هیجانات پیشرفت مثبت و منفی در رابطه بین باورهای خودکارآمدی تحصیلی و رویکردهای یادگیری عمیق و سطحی با داده‌ها برازش مطلوبی داشت. علاوه بر این، نتایج نشان داد که در هر دو مدل واسطه‌مندی هیجانات پیشرفت مثبت و منفی، تمامی وزن-های رگرسیونی از لحاظ آماری معنادار بودند و در مدل واسطه‌مندی هیجانات مثبت به ترتیب 48 و 18 درصد از پراکندگی رویکردهای یادگیری عمیق و سطحی و در مدل واسطه‌مندی هیجانات منفی به ترتیب 19 و 24 درصد پراکندگی رویکردهای یادگیری عمیق و سطحی تبیین شد. نتیجه‌گیری: نتایج پژوهش حاضر نشان می‌دهد که بخشی از تمایز در استفاده از رویکردهای عمیق و سطحی در مواجهه با مطالبات زندگی تحصیلی در بافت پیش‌بینی این انتخاب‌ها به کمک باورهای خودکارآمدی تحصیلی، از طریق تفاوت در سطح هیجانات پیشرفت مثبت و منفی قابل تبیین است.

کلیدواژه‌ها

عنوان مقاله [English]

The Mediating Role of Achievement Emotions in Relationship between Academic Self-efficacy Beliefs and Learning Approaches

نویسنده [English]

  • zahra fatehi 1
1 teacher
چکیده [English]

Objective: This study examined the mediating effect of achievement emotions on the relationship between academic self-efficacy and deep and surface learning approaches among female students. Method: On a sample consisting of 300 university students were administrated the achievement emotions questionnaire- learning-related emotions (Pekrun, Goetz & Perry, 2005), the academic self-efficacy beliefs questionnaire (Zajacova, Lynch & Espenshade, 2005) and the Revised two-factor Study Process Questionnaire (Biggs, Kember & Leung, 2001). Structural equation modeling was used to assess the mediating effects model of achievement emotions on the relationship between academic self-efficacy and learning approaches among female students. Results: The results of structural equation modeling revealed that the mediating model of achievement emotions on the relationship between academic self-efficacy and learning approaches had a good fit to the data. All of the regression weights in both models were statistically significant and in the mediating model of positive emotions, model' predictors accounted for 48 and 19 of the variance in deep and surface learning approaches respectively and in the mediating model of negative emotions, model' predictors accounted for 19 and 24 of the variance in deep and surface learning approaches. Conclusion: These findings show that among students when encountering to demands of academic life, difference in scores of deep and surface learning approaches among them, accounted for by difference in degree of positive and negative achievement emotions.

کلیدواژه‌ها [English]

  • Academic self-efficacy
  • Achievement Emotions
  • Learning approaches
  • self-efficacy theory
  • control-value theory of achievement emotions

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