رابطه تکالیف برانگیزنده با تاب آوری تحصیلی : نقش واسطه ای اهداف تبحری و ادراک شایستگی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکترا رشته روانشناسی تربیتی دانشگاه آزاد اسلامی واحد علوم تحقیقات

2 هیأت علمی دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران دانشکده علوم انسانی دپارتمان روانشناسی

3 هیأت علمی دانشگاه تهران دانشکده روانشناسی و علوم تربیتی

4 هیأت علمی دانشگاه الزهرا دانشکده روانشناسی و علوم تربیتی

چکیده

هدف این پژوهش تعیین رابطه تکالیف برانگیزنده با تاب آوری تحصیلی با توجه به نقش واسطه ای اهداف تبحری و ادراک شایستگی است. جامعه آماری پژوهش را دانشجویان کارشناسی دانشکده های علوم تربیتی و روانشناسی دانشگاه های دولتی شهر تهران در سال تحصیلی 94-93 تشکیل می دادند. از این جامعه 414 نفر(270دختر-144پسر) به شیوه نمونه گیری خوشه ای تصادفی انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه ادراک از ساختار کلاس بلک برن، پرسشنامه جهت گیری هدفی میگلی و همکاران، پرسشنامه ادراک شایستگی ویلیامز و دسی و پرسشنامه تاب آوری تحصیلی مارتین بودند. داده ها با استفاده از مدل سازی معادله ساختاری مورد تحلیل قرار گرفت. نتایج نشان داد که نه تنها تاب آوری بطور مستقیم از طریق تکالیف برانگیزنده قابل پیش بینی است، بلکه این رابطه از طریق اهداف تبحری و ادراک شایستگی نیز میانجی گری می شود. بر این اساس می توان دریافت که تنظیم تکالیف جذاب و برانگیزنده موجب اتخاذ اهداف تبحری، احساس خودباوری و کنترل بر موقعیت یادگیری در یادگیرندگان می گردد و از این طریق آنان را قادر می نماید تا برای دستیابی به اهداف خود تاب آورانه فعالیت نمایند.

چکیده تصویری

رابطه تکالیف برانگیزنده با تاب آوری تحصیلی : نقش واسطه ای اهداف تبحری و ادراک شایستگی

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The relationship between motivating tasks and academic resiliency: The mediating role of mastery goals and perceived competence

نویسندگان [English]

  • sharareh mirzaie 1
  • alireza kiamanesh 2
  • elahe hejazi 3
  • shokouhsadat Banijamali 4
1 Phd student in Educational Psychology at Islamic Azad University Science & Research Branch
2 Psychology department,Humanities faculty,Islamic Azad University(SRIAB) Tehran
3 Psychology Department, Psychology & Education Faculty, Tehran University
4 Psychology Department,Psychology & Education Faculty, Alzahra University
چکیده [English]

The aim of the present study was to explore the relationship between motivating tasks and academic resiliency and Also determination mediating role of mastery goals and perceived competence. The target population of the study comprised Tehran universities students who were studying at education and psychology faculties in the academic year of 2014-2015. The sample consisted of 414 students who were selected by random cluster sampling method. The instruments used in this study were: Survey of Classroom Goals Structures (Blackburn ), Achievement Goal Orientation (Midgley & et al), Perceived Competence Scale (Williams & Deci) and Academic Resiliency Questionnaire (Martin). The research method applied to this study was structural equation modeling. The results revealed that motivating tasks has direct effect to predict academic resiliency. Furthermore, mastery goals & perceived competence mediated the relationship of motivating tasks with academic resiliency. Based on this, it can be concluded that the setting of attractive and motivating tasks lead to the adoption of goals of mastery, self -esteem and control over the learning position of learners.

کلیدواژه‌ها [English]

  • motivating tasks
  • academic resiliency
  • perceived competence
  • mastery goals
  • goal orientation

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