طراحی مدل مفهومی نیمرخ انگیزشی دانشجویان: یک مطالعة داده‌بنیاد

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناس ارشد روانشناسی تربیتی، دانشگاه شهید بهشتی، تهران، ایران.

2 استادیار روانشناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

3 دانشیار روانشناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید بهشتی، تهران، ایران.

10.22099/jsli.2023.6949

چکیده

پژوهش حاضر با هدف شناسایی مؤلفه‌ها و مدل مفهومی انگیزش پیشرفت تحصیلی در دانشجویان ایرانی انجام شد. داده‌ها از طریق مصاحبه با دانشجویان دانشگاه (20 نفر) و متخصصان حیطه روان‌شناسی تربیتی (8 نفر) به روش نمونه‌گیری هدفمند جمع‌آوری شد. ابزار آفرینش داده­ها مصاحبه نیمه‌ساختاریافته با 8 سوال اصلی بود. داده­ها بر مبنای رویکرد داده­بنیاد نظام‌مند در سه مرحله کدگذاری شدند. نتایج در قالب 43 مقوله فرعی، 18 مقوله اصلی و در ابعاد 6 گانه مدل پارادایمی شامل عوامل علّی، مقوله اصلی (سودمندگرایی و کاربردپذیری)، شرایط زمینه‌ای، شرایط مداخله‌گر، راهبردها و پیامدها، تنظیم و ارائه شد. مقوله اصلی مستخرج از فهم تفسیری داده­های این پژوهش نشان ­داد که هسته مفهومی اصلی شکل‌دهنده به تلاش‌های پیشرفت‌مدارانة تحصیلی در بین دانشجویان ایرانی، مولفه سودمندگرایی و کاربردپذیری تحصیلی بود. بر این اساس، پژوهش حاضر با تدارک فرصتی برای ورود مولفه­های سودمندگرایی تحصیلی، کاربردپذیری تحصیلی و غایت‌نگری تحصیلی به ادبیات انگیزش پیشرفت تحصیلی، ضمن کمک به پیشبرد مرز دانش نظری در این قلمرو مطالعاتی، وجه تکمیلی خود را به‌عنوان یک قطعه اطلاعاتی مستقل، در بدنة پازل فکری معطوف بر انگیزش پیشرفت تحصیلی، حفظ کرد. الگوی مفهومی مستخرج از این پژوهش با شمول هم‌زمان عوامل شش‌گانه رویکرد پارادایمی، و به‌طور ویژه تاکید بر وزن تفسیری عللی کمتر شناخته‌شده در قلمرو انگیزش پیشرفت مانند سودمندگرایی و کاربردپذیری، و همچنین، بازتاکید بر نقش ساختارهایی برون‌شخصی مانند نظام آموزشی، ارزش‌گذاری‌های اجتماعی و ساختارهای کلان سیاسی و اقتصادی و فرهنگی، در ارائه مدلی یکپارچه و منسجم، نقشی بی‌بدیل آفرید. بی‌شک، الگوی نظری توسعه‌یافته می‌تواند در بین دانشجویان ایرانی، چهارچوب مفهومی ارزشمندی را برای فهم‌پذیری پدیدة انگیزش پیشرفت به‌مثابة یک مفهوم بسیط و چندوجهی، فراهم آورد.

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