نقش واسطه‌گري اشتياق تحصيلي در رابطه بين جهت گيري هدف و خود كار آمدي تحصيلي

Intermediation role of academic passion in the relationship between goal orientation and academic self- efficacy

هدف از پژوهش حاضر تبيين نقش واسطه­گري اشتياق تحصيلي در رابطه بين جهت گيري هدف و خود كار آمدي تحصيلي بوده است. روش پژوهش توصيفي و از نوع همبستگي مي­باشد. جامعه آماري اين پژوهش شامل دانش اموزان پايه هفتم ابتدايي شهر مرودشت بوده­اند. براي تعيين حجم نمونه بر اساس روش نمونه گيري خوشه­اي چند مرحله­اي 150 دانش آموز انتخاب گرديد. ابزار گردآوري اطلاعات در اين پژوهش شامل 3 پرسشنامه خود كارآمدي تحصيلي جينگ و مورگان، جهت گيري هدف بوفارد و همكاران، پرسشنامه اشتياق تحصيلي فريدل و پاريس كه روايي و پايايي ابزار مورد تاييد قرار گرفت. نتايج ضريب همبستگي پيرسون و تحليل مسير حاكي از آن بود كه: بين جهت گيري معطوف به تسلط (يادگيري) و جهت گيري معطوف به عملكرد گرايشي با اشتياق تحصيلي رابطه مستقيم معنادار و بين جهت گيري معطوف به عملكرد پرهيزي با اشتياق تحصيلي رابطه معنا دار وجود دارد. جهت گيري هدف معطوف به يادگيري قادر به پيش‌بيني اشتياق تحصيلي آن­ها مي‌باشد. اشتياق تحصيلي با خود كار آمدي تحصيلي رابطه مستقيم معنا دار دارد. اشتياق تحصيلي در رابطه بين متغيرهاي جهت گيري هدف و خود كار آمدي تحصيلي نقش واسطه­اي معناداري ايفا مي­كند.

The purpose of this study was to determine the role of interpersonal learning aspirations in the relationship between goal orientation and academic self-efficacy. The research method is applied in terms of purpose and in terms of nature and method of descriptive and correlation. The statistical population of this study included students of the 7th elementary school of Marvdasht city. To determine the sample size, 150 students were selected based on multistage cluster random sampling. The data gathering tool in this study included three Jing and Morgan academic self-efficacy questionnaires, a goal orientation of Buffard et al., A Friedel and Paris enthusiasm questionnaire, which confirmed the validity and reliability of the tool. The results of Pearson correlation coefficient and path analysis indicated that: between orientation towards learning (learning) and orientation toward performance with academic eagerness, there was a significant direct relationship between the orientation towards non-performance and academic eagerness. . The goal orientation towards learning and avoiding students is able to predict their academic eagerness. Academic achievement has a direct, meaningful relationship with academic achievement. Educational etiquette plays a mediator role in the relationship between goal orientation and academic self-efficacy variables