بررسی نقش واسطه‌ای تاب‌آوری و خودکارآمدی تحصیلی در مدل علی تأثیر تعامل استاد – شاگردی بر درگیری تحصیلی دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت آموزش عالی، دانشکده مدیریت، دانشگاه خوارزمی، تهران، ایران

2 استادیار گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران

چکیده

هدف: هدف پژوهش حاضر بررسی نقش واسطه­ای تاب­آوری و خودکارآمدی تحصیلی در مدل علی تأثیر تعامل استاد–شاگردی بر درگیری تحصیلی دانشجویان دانشگاه خوارزمی بوده است.
روش: روش این پژوهش از نظر هدف کاربردی و از نظر شیوه گردآوری داده­ها کمی از نوع مطالعات همبستگی می‌باشد. جامعه آماری این پژوهش شامل دانشجویان دانشگاه خوارزمی در نیم سال دوم تحصیلی 1400-1399 به تعداد 14542 می‌باشد. تعداد 374 نفر با روش نمونه­گیری در دسترس به‌عنوان نمونه پژوهش انتخاب شدند. جهت گردآوری داده­های پژوهش از پرسشنامه­های درگیری تحصیلی ریو (۲۰۱۳)، تاب­آوری ساموئلز (2009)، تعامل استاد-شاگردی مورای و زوویچ (2010) و خودکارآمدی تحصیلی جینکز و مورگان (1999) استفاده شده است. برای تحلیل داده­های پژوهش از روش تحلیل مسیر، در محیط نرم­افزار AMOS استفاده شد.
یافته‌ها: یافته­‌ها حاکی از آن است که مدل پژوهش برازش کاملی با داده­ها دارد. در این مدل تعامل استاد - شاگردی بر تاب­آوری تحصیلی، خودکارآمدی و درگیری تحصیلی اثر مستقیم و معنی‌داری دارد (0.01>p). بعلاوه اثرات تاب­آوری تحصیلی بر درگیری تحصیلی و خودکارآمدی تحصیلی بر درگیری تحصیلی نیز معنادار بود (0.01>p)؛ و تعامل استاد-شاگردی بر خودکارآمدی و تاب­آوری تحصیلی اثر غیرمستقیم و معناداری داشت.
نتیجه‌گیری: بنابراین و با توجه به نتایج به‌دست‌آمده بدیهی است تعامل سازنده بین اساتید و شاگردان باعث افزایش تاب­آوری تحصیلی خودکارآمدی تحصیلی و درگیری تحصیلی آنها می‌شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Investigating the Mediating Role of Resilience and Academic self-efficacy in the Causal Model of the Effect of Teacher-Student Interaction on Students’ Academic Engagement

نویسندگان [English]

  • Kamran Malekpour Lapari 1
  • Azam Bakhteyari Reneni 2
1 PhD student of higher education management, Faculty of Management, Kharazmi University, Tehran, Iran
2 Assistant Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran
چکیده [English]

Purpose: The purpose of present study was to investigate the mediating role of resilience and academic self-efficacy in the causal model of the effect of teacher-student interaction on academic engagement of Kharazmi University students.
Method: The method of this research is applied in terms of purpose and it is correlational studies in terms of data collection method. The statistical population of this study includes 14542 students of Kharazmi University in the second half of the academic year 2021-2022. In this study, 374 students were selected as a research sample by convenience sampling method. Rio’ Academic Engagement Questionnaire (2013), Samuels Resilience (2009), Murray-Zovich (2010) Teacher-Student Interaction, and Jenks & Morgan (1999) Academic Self-Efficacy Questionnaire were used to collect data. Path Analysis Method was used to analyze the research data through AMOS software.
Findings: The results show that the research model has good fit with data.  In this model, teacher-student interaction has a direct and significant effect on academic resilience, self-efficacy and academic engagement (p <0.01). In addition, the effects of academic resilience on academic engagement and academic self-efficacy on academic engagement were significant (p<0/01); and teacher-student interaction had indirect and significant effect on self-efficacy and academic resilience.
Conclusion: Therefore, according to the obtained results, it is obvious that constructive interaction between teachers and students increases their resilience, self-efficacy and academic engagement.

کلیدواژه‌ها [English]

  • Academic Resilience
  • Teacher-Student Interaction
  • Academic Self-Efficacy
  • Academic Engagement
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