رابطه‌ ارضای نیازهای اساسی روان‌شناختی در کلاس و ریسک‌پذیری تحصیلی: نقش واسطه‌ای یادگیری خودپیرو

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز، شیراز، ایران

2 عضو هیات علمی دانشگاه شیراز

چکیده

پژوهش حاضر به تعیین نقش واسطه‌گری یادگیری خودپیرو در رابطه بین ارضای نیازهای اساسی روان­شناختی در کلاس و ریسک‌پذیری تحصیلی پرداخته است. تعداد 413 نفر (193 دختر و 220 پسر) از دانش­آموزان پایه­های ششم، هفتم و هشتم شهرستان مرودشت (استان فارس) با روش نمونه­گیری تصادفی خوشه­ای چندمرحله­ای به‌عنوان شرکت­کنندگان در پژوهش انتخاب شدند و سه مقیاس ارضای نیازهای اساسی روان‌شناختی در کلاس درس، یادگیری خودپیرو و ریسک‌پذیری تحصیلی را تکمیل کردند. نتایج نشان داد که ریسک‌پذیری تحصیلی دانش‌آموزان تحت‌تأثیر ارضای نیازهای اساسی روان­شناختی در بعُد ارضای نیاز به ارتباط است و هرچه ارضای این نیاز در بین دانش‌آموزان بیشتر باشد، قدرت ریسک‌پذیری تحصیلی آن­ها نیز افزایش می‌یابد. یافته دیگر نشان داد که ارضای نیاز به خودپیروی و نیاز به ارتباط، با واسطه‌گری یادگیری خودپیرو بر ریسک‌پذیری تحصیلی دانش­آموزان اثر غیرمستقیم دارند. بنابراین براساس یافته­های این پژوهش می­توان نتیجه گرفت که ارضای هرچه بیشتر و باکیفیت­تر نیازهای اساسی روان­شناختی ازجمله نیاز به خودپیروی و نیاز به ارتباط، با ارتقای یادگیری خودپیرو دانش­آموزان، موجبات افزایش ریسک‌پذیری تحصیلی آن­ها را فراهم می­آورد.

کلیدواژه‌ها

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