نقش واسطه‌ای خودکارآمدی تحصیلی در رابطه بین ساختار کلاس و رفتار غیرمولد تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکترای روان‌شناسی تربیتی، دانشگاه شیراز، شیراز، ایران.

2 دانشیار روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران.

10.22099/jsli.2023.6942

چکیده

پژوهش حاضر با هدف تعیین رابطه ساختاری بین ساختار کلاس و رفتار غیرمولد تحصیلی با واسطه­گری خودکارآمدی تحصیلی انجام شد. شرکت­کنندگان شامل 365 نفر (214 زن و 151 مرد) از دانشجویان دورة کارشناسی دانشگاه شیراز بودند که بر اساس روش نمونه­گیری تصادفی خوشه­ای انتخاب شدند و پرسش‌نامه ساختار کلاس، مقیاس خودکارآمدی تحصیلی و مقیاس رفتار غیرمولد تحصیلی را تکمیل کردند. پایایی ابزارها با استفاده از روش آلفای کرونباخ و روایی آن‌ها با به‌کارگیری روش تحلیل عاملی تاییدی مورد بررسی قرار گرفت و نتایج نشان داد که ابزارهای پژوهش از پایایی و روایی مطلوبی برخوردارند. یافته‌های حاصل از تحلیل مدل­یابی معادلات ساختاری نشان دادند که  ساختار کلاس اثر مستقیم معنی‌دار بر رفتار غیرمولد تحصیلی دارد. علاوه بر این، خودکارآمدی تحصیلی در رابطه بین ساختار کلاس و رفتار غیرمولد تحصیلی نقش واسطه‌گری داشت. بر اساس یافته‌های این پژوهش می‌توان نتیجه گرفت که به‌منظور کاهش احتمال رفتار غیرمولد تحصیلی یادگیرندگان، باید به ساختار کلاس و خودکارآمدی تحصیلی آن‌ها توجه شود.

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