تحلیل ساختاری تفسیری هویت حرفه‌ای اعضای هیات علمی در پساکرونا با تأکید بر تدریس: یک مطالعه آمیخته

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار، گروه نوآوری آموزشی و درسی، موسسه پژوهش و برنامه ریزی آموزش عالی

2 استادیار، گروه علوم تربیتی، دانشکده علوم تربیتی وروانشناسی، دانشگاه اصفهان، اصفهان، ایران

10.22099/jsli.2025.8120

چکیده

هدف پژوهش حاضر تعیین میزان اثربخشی برنامه آموزشی «مسیرموفقیت» مبتنی‌بر نظریه انگیزش هویت­محور بر درگیری تحصیلی دانش­آموزان بود. روش پژوهش حاضر از نوع شبه‌آزمایشی با طرح پیش­آزمون، پس­آزمون و پیگیری با گروه کنترل بود. بدین منظور، از بین کلاس­های نهم دوره متوسطه اول دخترانه در سال تحصیلی 1403-1402 در شهرگله‌دار (استان فارس)، دو کلاس با روش نمونه­گیری در دسترس انتخاب و به‌صورت تصادفی به‌عنوان گروه آزمایش (21 نفر) و کنترل (21 نفر) در نظر گرفته شدند. گروه آزمایش، مداخله­ آموزشی با برنامه «مسیرموفقیت» مبتنی‌بر نظریه انگیزش هویت­محور را طی 11 جلسه 70 دقیقه­ای و گروه کنترل، آموزش­های معمول مدرسه را دریافت کردند. شرکت‌کنندگان هر دو گروه در سه مرحله شامل پیش‌از مداخله، پس‌از آن و پیگیری شش هفته­ای ازنظر متغیر درگیری تحصیلی مورد ارزیابی قرار گرفتند. نتایج تحلیل کواریانس چندمتغیری نشان داد که آموزش «مسیر موفقیت» منجر به افزایش درگیری تحصیلی رفتاری، عاملی، شناختی و عاطفی شده است و این تغییر برای همه ابعاد درگیری تحصیلی (به‌غیر از بُعد عاطفی) تا مرحله پیگیری نیز پایدار بوده است. با توجه به نتایج این پژوهش می­توان گفت که آموزش مبتنی‌بر انگیزش هویت­محور برای افزایش درگیری تحصیلی دانش­آموزان کاربرد موثر دارد.

کلیدواژه‌ها

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مجله مطالعات آموزش و یادگیری
دوره 17، شماره 1
فروردین 1404
صفحه 37-62

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  • تاریخ دریافت: 29 آبان 1403
  • تاریخ بازنگری: 07 فروردین 1404
  • تاریخ پذیرش: 25 فروردین 1404

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