رابطه ساختاری پیوند با مدرسه و والدین با رضایت تحصیلی و کنترل تحصیلی: نقش میانجی‌گری خودکارآمدی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد گروه روانشناسی، دانشگاه تبریز

2 دانشیار گروه علوم تربیتی، دانشگاه تبریز

3 دانشجوی دکتری روانشناسی تربیتی، دانشگاه تبریز

چکیده

هدف: هدف پژوهش حاضر آزمون الگویی از پیشایندها و پیامدهای خودکارآمدی تحصیلی بود.
روش: شرکت‌کنندگان پژوهش 256 دانش‌آموز دختر دبیرستانی بود که به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزار اندازه‌گیری پژوهش شامل پرسشنامه پیوند با مدرسه، ابزار پیوند والدینی، مقیاس خودکارآمدی دانش‌آموز مورگان-جینکس، پرسشنامه رضایت تحصیلی و خرده مقیاس کنترل تحصیلی بود. آزمون مسیرهای مستقیم و غیرمستقیم الگوی پیشنهادی پژوهش، به ترتیب، با استفاده از روش‌های مدل معادلات ساختاری و بوت استرپ انجام گرفت.
یافته‌ها: یافته‌ها نشان داد که پیوند با مدرسه و پیوند والدینی، پیشایندهای مثبت و منفی خودکارآمدی تحصیلی دانش‌آموزان هستند. همچنین، یافته‌ها نشان داد که رضایت تحصیلی و کنترل تحصیلی پیامدهای مثبت خودکارآمدی تحصیلی هستند. به علاوه، مسیرهای غیرمستقیم پیوند با مدرسه و پیوند والدینی با رضایت تحصیلی و کنترل تحصیلی، با میانجی‌گری خودکارآمدی تحصیلی معنی‌دار بودند.
نتیجه‌گیری: نتایج پژوهش از نقش میانجی‌گری خودکارآمدی تحصیلی در رابطه ساختاری بین پیوندهای والدینی و مدرسه باکیفیت رضایت و کنترل تحصیلی دانش‌آموزان حمایت می‌کند.

کلیدواژه‌ها

عنوان مقاله [English]

The Structural Relationship of School and Parental Bonding with Academic Satisfaction and Academic Control: The Mediating Role of Academic Self-efficacy

نویسندگان [English]

  • toraj hashemi 1
  • shahram vahedi 2
  • mina mohebbi 3
چکیده [English]

Objective: The aim of the current study was to examine a model of antecedents and consequences of academic self-efficacy.
Method: The participants of this study were 256 female high school students who were selected by cluster multiple-stage random sampling method. The instruments of this study consisted of school bonding questionnaire, parental bonding instrument, Morgan-Jinks student efficacy scale, academic satisfaction questionnaire and academic control subscale. Structure equation modeling and bootstrapping were used to examine the direct and indirect paths of proposed model.
Results: The findings indicated that school bonding and parental bonding were positive and negative antecedents of academic self-efficacy in students. Also, the findings indicated that academic satisfaction and academic control were consequences of academic self-efficacy. In addition, the indirect paths of school bonding and parental bonding, with academic satisfaction and academic control, with mediating role of academic self-efficacy, were significant.
Conclusion: The results of research indicate that academic self-efficacy has a mediating role on the structural relationship between parental and school bonding quality with academic satisfaction and control in students.

کلیدواژه‌ها [English]

  • school bonding
  • parental bonding
  • Academic self-efficacy
  • academic satisfaction
  • academic control

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