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رابطه‌ی بین خودپنداره‌ی تحصیلی و خودکارآمدی تحصیلی در دانشجویان: نقش واسطه‌ای نشانگان وانمودگرایی
امیرحسین حقیقی1 ، اکرم قربعلی* 2
1- گروه روانشناسی بالینی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران
2- گروه روانشناسی، واحد تهران جنوب، دانشگاه آزاد اسلامی، تهران، ایران ، s.ghorbali@yahoo.com
چکیده:   (1871 مشاهده)
خودکارآمدی تحصیلی یکی از عوامل مهمی است که در موفقیت تحصیلی نقش دارد، بنابراین شناسایی عوامل مؤثر بر آن از اهمیت زیادی برخوردار است. هدف این پژوهش تعیین نقش واسطه‌ای نشانگان وانمودگرایی در رابطه‌ی بین خودپنداره‌ی تحصیلی و خودکارآمدی تحصیلی بود. طرح پژوهش توصیفی از نوع همبستگی و جامعه‌ی آماری پژوهش شامل تمام دانشجویان کارشناسی ارشد و دکتری دانشگاه آزاد اسلامی واحد تهران جنوب در سال تحصیلی 1401-1400 بود. 294 دانشجو به روش نمونه‌گیری در دسترس انتخاب شدند و به مقیاس‌های خودپنداره‌ی تحصیلی دانشجویان (رینولدز، رامیرز، ماگرینا و آلن، 1980)، نشانگان وانمودگرایی (کلانس، 1985) و خودکارآمدی تحصیلی دانشجویان (اوون و فرامن، 1988) پاسخ دادند. برای تجزیه و تحلیل داده‌ها از روش‌های آماری همبستگی، تحلیل رگرسیون سلسله مراتبی بر اساس روش بارون و کنی و آزمون سوبل استفاده شد. یافته‌ها نشان داد بین نشانگان وانمودگرایی با خودپنداره‌ی تحصیلی و خودکارآمدی تحصیلی همبستگی منفی معنادار و بین خودکارآمدی تحصیلی و خودپنداره‌ی تحصیلی همبستگی مثبت معنادار وجود داشت. همچنین یافته‌های تحلیل رگرسیون نشان داد نشانگان وانمودگرایی در رابطه‌ی بین خودپنداره‌ی تحصیلی و خودکارآمدی تحصیلی نقش واسطه‌ای دارد. نتایج این پژوهش نشان داد خودپنداره‌ی تحصیلی منفی، دانشجویان را مستعد وانمودگرایی کرده که به نوبه‌ی خود به احساس بی‌کفایتی تحصیلی و بی‌اعتمادی به توانایی‌های تحصیلی منجر می‌شود و در نتیجه خودکارآمدی تحصیلی آن‌ها را تضعیف می‌کند.
واژه‌های کلیدی: نشانگان وانمودگرایی، خودپنداره‌ی تحصیلی، خودکارآمدی تحصیلی
متن کامل [PDF 464 kb]   (708 دریافت)    
نوع مطالعه: پژوهشي | موضوع مقاله: عمومى
دریافت: 1401/9/15 | ویرایش نهایی: 1402/6/12 | پذیرش: 1402/9/19 | انتشار الکترونیک پیش از انتشار نهایی: 1402/9/19 | انتشار: 1403/4/6
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