تبیین دلزدگی تحصیلی دانش‌آموزان با توجه به ادراک از محیط یادگیری و میانجی‌گری ارزش تکلیف

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکتری تخصصی روان‌شناسی تربیتی، استادیار و عضو هیئت‌علمی دانشگاه سمنان

2 دکتری تخصصی روان‌شناسی تربیتی، دانشیار و عضو هیئت‌علمی دانشگاه شیراز

چکیده

احساس دلزدگی یک هیجان تحصیلی منفی مخرب است که مانع تحقق مؤثر توانمندی‌های دانش‌آموزان می‌شود. بنابراین، شناسایی علل وقوع چنین هیجانی حائز اهمیت است. بر این اساس، در این پژوهش در چارچوب یک مدل علّی، نقش عناصر محیط یادگیری ادراک‌شده و ابعاد ارزش تکلیف در بروز این هیجان بررسی شده است. شرکت‌کنندگان در پژوهش شامل 718 دانش‌آموز (380 دختر و 338 پسر) دورة متوسطة دوم در شهر شیراز بودند که به روش خوشه‌ای چند مرحله‌ای انتخاب شدند. برای گردآوری داده‌ها سه پرسش‌نامة «در این کلاس چه می‌گذارد»، «ارزش تکلیف» و «دلزدگی مرتبط با کلاس و یادگیری» استفاده شد. به‌منظور بررسی مدل مفروض روش معادلات ساختاری، و برای تعیین نقش میانجی‌گری ارزش تکلیف روش بوت‌استراپ در نرم افزار AMOS، به‌کار گرفته شد. نتایج نشان داد که جهت‌گیری تکلیف به‌عنوان یکی از ابعاد محیط یادگیری ادراک شده، به‌طور مستقیم ابعاد ارزش تکلیف شامل ارزش موفقیت، ارزش علاقه‌مندی و ارزش کاربردی را مثبت پیش‌بینی می‌کند. دو بعد دیگر محیط، یعنی حمایت معلم و تحقیق، پیش‌بینی‌کنندة مستقیم و مثبت ابعاد علاقه‌مندی و کاربردی ارزش تکلیف هستند. انسجام بین دانش‌آموزان به‌طور مستقیم ارزش موفقیت را مثبت و ارزش علاقه‌مندی را منفی پیش‌بینی می‌کند. عدالت نیز اثر پیش‌بینی‌کنندگی مستقیم و مثبت بر ارزش موفقیت دارد. بررسی اثرات غیرمستقیم نیز نشان داد که از بین ابعاد ارزش تکلیف، تنها ارزش علاقه‌مندی نقش میانجی در رابطة بین ابعاد محیطی انسجام بین دانش‌آموزان، جهت‌گیری تکلیف، تحقیق و حمایت معلم با دلزدگی تحصیلی ایفا می‌کند. مدل پیشنهادی از برازش مطلوبی برخوردار بود. سرانجام در پرتو پیشینه، نتایج به بحث گذاشته شده و کاربردهای تلویحی آن‌ها برای انجام اقدام‌های لازم نیز خاطر نشان شده است.

کلیدواژه‌ها

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