پیش بینی پایداری تحصیلی براساس باورهای هوشی دانشجویان: نقش واسطه ای انگیزش تحصیلی درونی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی ، دانشکدۀ علوم انسانی، دانشگاه کاشان، کاشان، ایران

2 گروه روانشناسی ، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران

10.22099/jsli.2024.7395

چکیده

پژوهش حاضر با هدف بررسی نقش واسطه‌ای انگیزش تحصیلی در رابطه میان باورهای هوشی با پایداری تحصیلی دانشجویان انجام شد. روش این پژوهش از نوع توصیفی - همبستگی بود. جامعه آماری شامل دانشجویان دانشگاه کاشان در سال تحصیلی 1400-1399 بودند که از میان آن‌ها تعداد 360 نفر (257 زنو 103 مرد) به روش نمونه‌گیری خوشه ای چند مرحله ای، به‌عنوان نمونه آماری انتخاب شدند و به مقیاس‌های پایداری تحصیلی کلارک و ملکی (2019)، نظریه‌های ضمنی هوش عبدالفتاح و ییتس (2006) و انگیزش تحصیلی لپر (2005) پاسخ دادند. نتایج نشان داد رابطه باور هوشی افزایشی با انگیزش تحصیلی درونی و پایداری تحصیلی معنادار است اما بین باور هوشی ذاتی با انگیزش تحصیلی درونی و پایداری تحصیلی رابطه‌ی معناداری مشاهده نشد. همچنین، رابطۀ انگیزش تحصیلی درونی با پایداری تحصیلی مستقیم و معنادار است اما بین انگیزش تحصیلی بیرونی با پایداری تحصیلی رابطۀ معنادار مشاهده نشد. به‌علاوه، نتایج مدل‌یابی معادلات ساختاری نشان داد که مدل پژوهش از برازش خوبی برخورداراست و مؤلفه‌ی باور هوشی افزایشی می‌تواند پایداری تحصیلی را به‌طور مستقیم و معناداری پیش‌بینی نماید و انگیزش تحصیلی درونی دارای نقش واسطه‌ای در رابطه میان باور هوشی افزایشی با پایداری تحصیلی است. بر اساس یافتههای این پژوهش میتوان نتیجه گرفت که تقویت باور هوشی افزایشی دانشجویان میتواند موجبات افزایش انگیزش تحصیلی درونی آنها را فراهم آورد و از این طریق منجر به افزایش پایداری تحصیلی آن‌ها گردد.

کلیدواژه‌ها

موضوعات


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