بررسی ساختار علی میان حس تعلق به مدرسه و یادگیری خودتنظیمی: نقش واسطه‌ای هویت اخلاقی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه حکیم سبزواری، سبزوار، ایران

2 دانشیار، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

چکیده

پژوهش حاضر با هدف بررسی ساختار علّی میان حس تعلق به مدرسه و یادگیری خودتنظیمی با نقش واسطه‌ای هویت اخلاقی انجام گرفت. طرح مورد استفاده توصیفی و از نوع همبستگی بود. جامعه آماری پژوهش حاضر را کلیه دانش‌آموزان پسر دوره‌ متوسطه دوم مشغول به تحصیل در مدارس دولتی شهر اردبیل در سال 1400 تشکیل داد. تعداد 250 نفر از این افراد به شیوه نمونه‌گیری در دسترس انتخاب شده و به صورت آنلاین به پرسش‌نامه‌های یادگیری خودتنظیمی، هویت اخلاقی و حس تعلق به مدرسه پاسخ دادند. داده‌ها با استفاده از آزمون‌ آماری مدل‌یابی معادلات ساختاری با نرم افزار Lisrel.8 تحلیل شد. نتایج حاکی از برازش مناسب مدل پژوهش بود. براساس یافته‌ها، حس تعلق به مدرسه بر خودتنظیمی یادگیری و هویت اخلاقی اثر مستقیم و مثبت دارد. هویت اخلاقی اثرمستقیم و مثبت بر خودتنظیمی یادگیری دارد. همچنین هویت اخلاقی در رابطه بین حس تعلق به مدرسه و یادگیری خودتنظیمی نقش میانجی‌گری ایفا می‌کند. بر اساس نتایج پژوهش حاضر، طراحی و اجرای برنامه‌های مدرسه‌محور که همزمان به تقویت حس تعلق دانش‌آموزان و پرورش هویت اخلاقی آنان می‌پردازد، می‌تواند به عنوان یک راهبرد مؤثر در بهبود توانایی خودتنظیمی یادگیری و پیشرفت تحصیلی به کار گرفته شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Examining the causal structure between sense of belonging to school and self-regulated learning: The mediating role of moral identity

نویسندگان [English]

  • shirin ahmadi 1
  • Hossein Taqavi 2
1 Assistant Professor, Faculty of Literature and Humanities, Hakim Sabzevari University, Sabzevar, Iran
2 Associate Professor, Faculty of Education and Psychology, Mohaghegh Ardabili University, Ardabil, Iran
چکیده [English]

The present study aimed to investigate the causal structural relationships between school belonging and self-regulated learning, with the mediating role of moral identity. The research design was descriptive and correlational in nature. The statistical population consisted of all male high school students (second secondary level) studying in public schools in Ardabil during the academic year 2021. A sample of 250 students was selected through convenience sampling and completed the Self-Regulated Learning, Moral Identity, and School Belonging questionnaires online. Data were analyzed using Structural Equation Modeling (SEM) with LISREL 8 software. The results indicated an acceptable fit of the research model. Findings showed that school belonging had a direct and positive effect on both self-regulated learning and moral identity. Moral identity also had a direct and positive effect on self-regulated learning. Moreover, moral identity played a mediating role in the relationship between school belonging and self-regulated learning. Based on the results of the present study, designing and implementing school based programs that simultaneously enhance students' sense of school belonging and foster their moral identity can be employed as an effective strategy to improve self regulated learning abilities and academic achievement.

کلیدواژه‌ها [English]

  • self- regulated learning
  • moral identity
  • ense of belonging to school
  • student
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  • تاریخ دریافت: 26 مهر 1404
  • تاریخ بازنگری: 19 بهمن 1404
  • تاریخ پذیرش: 28 بهمن 1404
  • تاریخ اولین انتشار: 01 فروردین 1405
  • تاریخ انتشار: 01 فروردین 1405