ﻣﺪل ﻋﻠﯽ راﻫﺒﺮدﻫﺎي ﯾﺎدﮔﯿﺮي (ﺷﻨﺎﺧﺘﯽ و ﻓﺮاﺷﻨﺎﺧﺘﯽ) ﺑﺎ ﻧﻘﺶ واﺳﻄﻪ ﮔﺮي اﻣﯿﺪ ﺗﺤﺼﯿﻠﯽ ﺑﺮاي ﺧﻮدﮐﺎر آﻣﺪي ﺗﺤﺼﯿﻠﯽ در داﻧﺶآﻣﻮزان ﻣﺘﻮﺳﻄﻪ

The causal model of learning strategies (cognitive and metacognitive) mediated by academic hope for academic self-efficacy in shiraz high school students

اﯾﻦ ﭘﮋوﻫﺶ ﺑـﺎ ﻫـﺪف ﺗﺒﯿﯿﻦ ﻣـﺪل ﻋﻠﯽ ﺑﯿﻦ ﯾـﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ و ﺧﻮدﮐـﺎرآﻣـﺪي ﺑـﺎ ﻧﻘﺶ واﺳـﻄﻪ ﮔﺮي اﻣﯿﺪ ﺗﺤﺼـﯿﻠﯽ در داﻧﺶ آﻣﻮزان دوره ﻣﺘﻮﺳـﻄﻪ اﻧﺠﺎم ﺷـﺪ. روش ﭘﮋوﻫﺶ ، ﺗﻮﺻـﯿﻔﯽ و از ﻧﻮع ﻫﻤﺒﺴـﺘﮕﯽ و ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺷـﺎﻣﻞ 558 ﻧﻔﺮ )248 دﺧﺘﺮ و 310ﭘﺴـﺮ( از داﻧﺶ آﻣﻮزان ﻣﺘﻮﺳـﻄﻪ دوم ﭘﺎﯾﻪ دﻫﻢ، ﯾﺎزدﻫﻢ و دوازدﻫﻢ( ﺷــﻬﺮﺳــﺘﺎن ﺷــﯿﺮاز در ﺳــﺎل 97-98 ﺑﻮدﻧﺪ ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼــﺎدﻓﯽ از ﻧﻮع ﺧﻮﺷــﻪ اي ﭼﻨﺪ ﻣﺮﺣﻠﻪ اي ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺷــﺪﻧﺪ. اﺑﺰار ﻣﻮرد اﺳــﺘﻔﺎده در اﯾﻦ ﭘﮋوﻫﺶ ﺷـــﺎﻣـﻞ: ﻣﻘﯿـﺎس راﻫﺒﺮدﻫـﺎي ﯾـﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ ﭘﯿﻨﺘﺮﯾﭻ و دي ﮔﺮوت )1990(، ﻣﻘﯿـﺎس اﻣﯿـﺪ ﺗﺤﺼـﯿﻠﯽ ﺳـﻬﺮاﺑﯽ و ﺳـﺎﻣﺎﻧﯽ )2011( و ﻣﻘﯿﺎس ﺧﻮدﮐﺎرآﻣﺪي داﻧﺶ آﻣﻮز ﺟﯿﻨﮏ و ﻣﻮرﮔﺎن )1999( ﺑﻮد. ﺑﺮاي ﺗﺤﻠﯿﻞ داده ﻫﺎي ﺣﺎﺻـﻞ از ﺟﻤﻊ آوري ﻣﻘﯿﺎﺳـﻬﺎي ﯾﺎد ﺷـﺪه از ﺟﺎﻣﻌﻪ ﻧﻤﻮﻧﻪ، ﻋﻼوه ﺑﺮ آﻣﺎر ﺗﻮﺻــﯿﻔﯽ )ﻣﯿﺎﻧﮕﯿﻦ، اﻧﺤﺮاف ﻣﻌﯿﺎر و ﻣﺎﺗﺮﯾﺲ ﻫﻤﺒﺴــﺘﮕﯽ(، از آﻣﺎر اﺳــﺘﻨﺒﺎﻃﯽ)ﺗﺤﻠﯿﻞ ﻣﺴــﯿﺮ( در ﻧﺮم اﻓﺰار lisrelاﺳـﺘﻔﺎده ﮔﺮدﯾﺪ. ﻧﺘﺎﯾﺞ ﺣﺎﺻـﻞ از اﯾﻦ ﭘﮋوﻫﺶ ﻧﺸـﺎن داد ﮐﻪ: اﻣﯿﺪ ﺗﺤﺼـﯿﻠﯽ ﻧﻘﺶ واﺳـﻄﻪ ﮔﺮي ﻣﻌﻨـﺎداري را در راﺑﻄـﻪ ﺑﯿﻦ ﯾـﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ و ﺧﻮدﮐـﺎرآﻣـﺪي ﺗﺤﺼـــﯿﻠﯽ اﯾﻔـﺎ ﻣﯽ ﮐﻨـﺪ. ﻫﻤﭽﻨﯿﻦ ﻣﺪل ﻋﻠﯽ اراﯾﻪ ﺷـﺪه ﺑﺮاي ﯾﺎدﮔﯿﺮي ﺧﻮدﺗﻨﻈﯿﻤﯽ و ﺧﻮدﮐﺎر آﻣﺪي ﺗﺤﺼـﯿﻠﯽ ﺑﺎ ﻧﻘﺶ واﺳـﻄﻪ ﮔﺮي اﻣﯿـﺪ ﺗﺤﺼـــﯿﻠﯽ از ﺑﺮازش ﺧﻮﺑﯽ ﺑﺮﺧﻮردار ﺑﻮد. ﻧﺘـﺎﯾﺞ ﺣـﺎﺻـــﻞ از اﯾﻦ ﭘﮋوﻫﺶ ﻣﯽ ﺗﻮاﻧـﺪ ﻣﻮرد اﺳﺘﻔﺎده ﻣﻌﻠﻤﺎن، ﻣﺸﺎوران ﻣﺪارس و رواﻧﺸﻨﺎﺳﺎن ﺗﺮﺑﯿﺘﯽ در ﺟﻬﺖ اﻓﺰاﯾﺶ ﺧﻮدﮐﺎرآﻣﺪي داﻧﺶ آﻣﻮزان و ﻋﻮاﻣﻞ ﻣﻮﺛﺮ ﺑﺮآن، ﻗﺮار ﮔﯿﺮد.

This study aimed to explain the causal model between self-regulated learning and self-efficacy with the mediating role of academic hope in high school students. The research method was descriptive and correlational and the sample size was 558 (248 girls and 310 boys) of second high school students (tenth, eleventh and twelfth grade) of Shiraz city in 2018-2019 who were chosen through Multi stage cluster random sampling. The instruments used in this study were: Pintrich and DeGrot (1990) Self-Regulated Learning Strategies Scale, Sohrabi & Samani Academic Hope Scale (2011) and Jinks and Morgan Student Self-Efficacy Scale (1999).In addition to descriptive statistics (mean, standard deviation and correlation matrix), inferential statistics (path analysis) in lisrel software were used to analyze the data collected from the sample population. The results of this study showed that: Academic hope plays a significant mediating role in the relationship between self-regulated learning and academic self-efficacy. Also, the causal model presented for learning self-regulation and self-efficacy with the mediating role of academic hope fits well. The results of this study can be used by teachers, school counselors and educational psychologists to increase students' self-efficacy and its effective factors.