مدل ساختاری رابطه بین یادگیری آنلاین براساس وجدان تحصیلی و فرسودگی تحصیلی: نقش میانجی انگیزش تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه مطالعات علوم اجتماعی و توسعه، پژوهشکده زنان، دانشگاه الزهرا، ایران، تهران

2 دکترای روان شناسی تربیتی،گروه روان‌شناسی تربیتی، دانشگاه خوارزمی، ایران، البرز

چکیده

هدف: این مطالعه با هدف ارائه مدل ساختاری ارتباط بین یادگیری آنلاین براساس وجدان تحصیلی و فرسودگی تحصیلی، با در نظر گرفتن نقش میانجی انگیزش تحصیلی انجام شد.
روش: روش پژوهش از نظر هدف کاربردی و از حیث ماهیت داده‌ها روش توصیفی- همبستگی و روش تحلیل از نوع مدل­یابی معادلات ساختاری کمترین مربعات جزئی است. گروه نمونه آماری شامل کلیه دانشجویان دانشگاه‌های شهر تهران در سال تحصیلی 1400-1399 است که به روش نمونه‌گیری خوشه‌ای دومرحله‌ای انتخاب شدند  و به  پرسشنامه مقیاس فرسودگی تحصیلی برسو و همکاران (2007: 64-57)، مقیاس وجدان تحصیلی مک ایلروى و بانتینگ (2002: 326-337)، مقیاس انگیزش تحصیلی والرند و همکاران (1992) و مقیاس یادگیری الکترونیکی واتکین و همکاران (2004) پاسخ دادند. روایی مقیاس‌ها از روایی واگرا و همگرا و توسط نرم‌افزار SmartPLS و برای پایایی نیز از آلفای کرونباخ و پایایی ترکیبی استفاده شد. برای تجزیه‌وتحلیل داده‌ها و پاسخ به فرضیه پژوهش، از آمار توصیفی و ضریب همبستگی پیرسون و آزمون معادلات ساختاری استفاده شد.
یافته‌ها: نتایج نشان داد فرسودگی تحصیلی می‌تواند یادگیری آنلاین دانشجویان را تحت تأثیر منفی قرار دهد. وجدان تحصیلی و انگیزش تحصیلی می‌تواند یادگیری آنلاین را دانشجویان را پیش‌بینی کند؛ به‌علاوه اینکه، فرسودگی تحصیلی با میانجی‌گری انگیزش تحصیلی بر یادگیری آنلاین دانشجویان اثر معناداری دارد.
نتیجه‌گیری: براساس یافته‌های پژوهش حاضر می­توان چنین نتیجه گرفت که در نظر گرفتن عواملی که منجر به فرسودگی تحصیلی یادگیرندگان در محیط‌های یادگیری آنلاین می‌شود، از اهمیت ویژه‌ای برای دستیابی به اهداف یادگیری برخورداراست و برای حصول این مهم، توجه به عوامل تقویت‌کننده انگیزش و تحریک حس مسئولیت‌پذیری یادگیرنده دارای نقشی کلیدی می‌باشد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Structural Model of the Relationship between On-Line Learning Based Academic Conscience and Academic Burnout: The Mediating Role of Academic Motivation

نویسندگان [English]

  • Mahboobeh Moosivand 1
  • Maryam Kaboli 2
1 Assistant Professor, Department of Social Sciences and Development Studies, Women's Research Institute, AlZahra University, Iran, Tehran
2 PhD in Educational Psychology, Department of Educational Psychology, Kharazmi University, Iran, Alborz
چکیده [English]

Objective: This study was conducted with the aim of providing a structural model of the relationship between online learning based on academic conscientiousness and academic burnout, considering the mediating role of academic motivation.
Method: The research method in terms of practical purpose and in terms of the nature of the data is the descriptive-correlation method and the analysis method is of the partial least squares structural equation modeling type. The statistical sample group includes all students of Tehran universities in the academic year of 2019-2019, who were selected by two-stage cluster sampling method and were asked the questionnaire of Berso et al.'s academic burnout scale (2007: 57-64), McIlroy and Bunting's academic conscience scale (2002: 326-337), Wallerand et al.'s academic motivation scale (1992) and Watkin et al.'s (2004) e-learning scale answered. The validity of the scales was determined by divergent and convergent validity by SmartPLS software, and Cronbach's alpha and composite reliability were used for reliability. Descriptive statistics, Pearson's correlation coefficient and structural equation test were used to analyze the data and answer the research hypothesis.
Results: The results showed that academic burnout can negatively affect students' on-line learning. Academic conscience and academic motivation can predict students' on-line learning; In addition, academic burnout has a significant effect on students' on-line learning through the mediation of academic motivation.
Conclusion: Based on the findings of the present research, it can be concluded that considering the factors that lead to the academic burnout of learners in on-line learning environments is of particular importance to achieve the learning goals, and to achieve this, attention should be paid to the factors that enhance motivation and Stimulating the learner's sense of responsibility has a key role.

کلیدواژه‌ها [English]

  • Academic Motivation
  • Academic Burnout
  • Academic Conscience
  • On-Line Learning

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راهبردهای شناختی در یادگیری
دوره 10، شماره 18
بهار و تابستان 1401
خرداد 1401
صفحه 271-298

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