نقش واسطه‌گری خودتنظیمی انگیزشی در رابطۀ هیجان تحصیلی امید و بهزیستی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد مدیریت آموزشی، واحد داراب، دانشگاه آزاد اسلامی، داراب، ایران

2 گروه روان‌شناسی، روان‌شناسی عمومی، دانشگاه پیام نور جهرم، جهرم، ایران

3 کارشناسی گروه پرستاری، واحد آباده، دانشگاه آزاد اسلامی، آباده، ایران

4 کارشناسی ارشد روان‌شناسی تربیتی، گروه روان‌شناسی، دانشگاه پیام نور بوشهر، بوشهر، ایران

10.22099/jsli.2024.7393

چکیده

هدف این پژوهش، بررسی نقش واسطه‌گری خودتنظیمی انگیزشی در رابطۀ بین هیجان تحصیلی امید و بهزیستی تحصیلی بود. طرح پژوهش حاضر، توصیفی از نوع همبستگی است که در آن روابط ساختاری بین متغیرهای پژوهش با استفاده از روش مدل‌یابی معادلات ساختاری مورد بررسی قرار گرفت. جامعۀ آماری پژوهش، تمامی دانش‌آموزان متوسطۀ اول شهر مرودشت در سال تحصیلی 1401-1400 بودند که از بین آن‌ها 393 دانش‌آموز (188 پسر و 205 دختر) با استفاده از روش نمونه‌گیری خوشه‌ای تصادفی چندمرحله‌ای انتخاب شدند و به پرسشنامه‌های هیجان تحصیلی امید خرمائی و کمری، بهزیستی تحصیلی تومینین-سوینی و همکاران و خودتنظیمی انگیزشی ولترز پاسخ دادند. برای تحلیل داده‌های توصیفی و ماتریس همبستگی بین متغیرهای پژوهش از نرم‌افزارSPSS (نسخۀ 25) و برای آزمون فرضیه‌ و مدل پژوهش از نرم‌افزار AMOS (نسخۀ 20) استفاده شد. یافته‌ها نشان دادند که مدل پژوهش با داده‌های جمع‌آوری شده برازش مطلوبی دارد. همچنین، یافته‌ها نشان دادند که اثر مستقیم هیجان تحصیلی امید بر خودتنظیمی انگیزشی و بهزیستی تحصیلی و اثر مستقیم خودتنظیمی انگیزشی بر بهزیستی تحصیلی معنادار بود. همچنین، اثر هیجان تحصیلی امید بر بهزیستی تحصیلی از طریق واسطه‌گری خودتنظیمی انگیزشی معنادار بود. این یافته‌ها حاکی از آن است که متغیر خودتنظیمی انگیزشی رابطۀ‌ بین متغیرهای هیجان تحصیلی امید و بهزیستی تحصیلی را واسطه‌گری می‌کند. بر اساس یافته‌های این پژوهش می‌توان نتیجه گرفت که به‌منظور افزایش بهزیستی تحصیلی دانش‌آموزان، باید به هیجان تحصیلی امید و خودتنظیمی انگیزشی آن‌ها توجه شود.

کلیدواژه‌ها

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