مدل يابي پيشرفت تحصيلي بر اساس هيجان هاي تحصيلي و اشتياق تحصيلي: نقش ميانجي تحول مثبت نوجواني

Modeling the academic achievements based on academic emotions and academic engagement with the mediating role of positive development youth

هدف ﭘﮋوﻫﺶ حاضر ﻣﺪلﻳﺎﺑﻲ پيشرفت تحصيلي بر اساس هيجان هاي تحصيلي و اشتياق تحصيلي با نقش ميانجي تحول مثبت اﺳﺖ. ﺟﺎﻣﻌۀ آﻣﺎري ﭘﮋوﻫﺶ عبارت بود از كليۀ داﻧﺶآﻣﻮزان دورۀ دوم متوسطه شهر تهران كه ﺗﻌﺪاد 400 ﻧﻔﺮ از داﻧﺶآﻣﻮزان ﭘﺴﺮ و دﺧﺘﺮ ﺑﻪ روش نمونهﮔﻴﺮي ﺗﺼﺎدﻓﻲ ﻃﺒﻘﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰارﻫﺎي ﺳﻨﺠﺶ ﻋﺒﺎرت بودند از پرسشنامه هاي: هيجانهاي تحصيلي (ﭘﮑﺮان، ﮔﻮﺋﺘﺰ و فرﯾﻨﺰل، 2005)، اشتياق تحصيلي (آرشامبالت و همكاران، 2009) و تحول مثبت (آرنولد و همكاران، 2014). دادهﻫﺎي جمع آوري شده ﺑﺎ اﺳﺘﻔﺎده از روش مدل‌يابي معادلات ساختاري ﻣﻮرد تحليل ﻗﺮار ﮔﺮﻓﺘﻨﺪ. يافته ها حاكي از آن است كه؛ هيجان هاي مثبت بر پيشرفت تحصيلي اثر مستقيم داشت، ولي هيجان هاي منفي روي پيشرفت تحصيلي اثر مستقيم نداشت. اشتياق تحصيلي بر پيشرفت تحصيلي اثرمستقيم داشت. تحول مثبت تاثير مستقيم و معني داري بر پيشرفت تحصيلي داشت. هم چنين اشتياق تحصيلي و هيجان هاي تحصيلي مثبت از طريق ميانجي گري تحول مثبت بر پيشرفت تحصيلي تاثير داشت. توجه به هيجانهاي تحصيلي مثبت و اشتياق تحصيلي دانش آموزان براي پيشرفت تحصيلي آنان ضروري است.

This study was aimed to modeling the structural relationship between academic achievements based on academic emotions and academic engagement with the mediating role of positive development. The statistical population consisted of all secondry school students in Tehran city in the academic year of 1395-1396. The sample comprised 400 boys and girls who were selsected through srtratified random sampling method. The research instruments were: A) the academic emotions Questionnaire (Pekran and other), B) the academic engagement Questionnaire (Archambelt and other), and C) the positive development Questionnaire (Lerner and other). The collected data were analyzed using structural equation modeling. The results showed that: Positive emotions had direct effect on academic achievements, but negative emotions have no direct effect on academic achievements. Academic engagement had a direct effect on academic achievements. Positive development had direct effect and significant on academic achievements. academic engagement through mediated of positive development had effect on academic achievement, and positive academic emotions through mediated of positive development had effect on academic achievement Therefore, it is essential to consider the components of positive academic emotions and students' academic engagement for students' academic achievement.