رابطه علي بين خودكارامدي تحصيلي و انگيزه پيشرفت با درگيري تحصيلي و نقش واسطه اي تاييد خويشتن دانش آموزان دوره متوسطه اول شهر اهواز

The causal relationship between academic self-efficacy and motivation for progress with academic conflict and mediating role of self-esteem among primary school students in Ahwaz

هدف پژوهش حاضر بررسي رابطه علي بين خودكارامدي تحصيلي و انگيزه پيشرفت با درگيري تحصيلي و نقش واسطه اي تاييد خويشتن دانش آموزان دوره متوسطه اول شهر اهواز بود. نمونه اين پژوهش مشتمل بر 200 نفر از دانش آموزان مقطع متوسطه اول بودند كه براي انتخاب آنها از روش نمونه گيري خوشه اي چند مرحله اي استفاده شد. روش تحقيق توصيفي و از نوع همبستگي است و ابزارهاي مورد استفاده پرسشنامه هاي خودكارامدي تحصيلي پاتريك، هيكس و رايان(1997)، درگيري تحصيلي پينتريچ و ديگروت(1991)، انگيزه پيشرفت هرمنس (1977) و تاييد خويشتن راتوس بود. يافته‌ها نشان داد الگوي پيشنهادي در شاخص‌هاي برازندگي داراي برازش مطلوبي است. در الگوي نهايي پژوهش مسير انگيزه پيشرفت به تاييد خويشتن به دليل معنادار نبودن حذف گرديد. نتايج پژوهش نشان داد كه بين خودكارآمدي تحصيلي با انگيزه پيشرفت (34/0 = Pو 01/0 p≤)، با درگيري تحصيلي(51/0 =P و 01/0 p≤)، با تاييد خويشتن(28/0 =P و 01/0 p≤) دانش آموزان رابطه مثبتِ معني داري وجود دارد. همچنين بين درگيري تحصيلي با انگيزه پيشرفت(34/0 =P و 01/0 p≤) و با تاييد خويشتن (32/0 =P و 01/0 p≤)، و بين تاييد خويشتن با انگيزه پيشرفت (19/0 =P و 01/0 p≤)، دانش آموزان رابطه مثبتِ معني داري وجود دارد.

The purpose of the present study was to investigate the causal relationship between educational self-efficacy and the motivation for progress with academic conflict and the mediating role of self-esteem among primary school students in Ahwaz. The sample consisted of 200 high school students who were selected by multi-stage cluster sampling. The research method is descriptive and correlational. Instruments used by Patrick, Hicks and Ryan (1997), Educational Inventory of Pintrich and Divers (1991), Hermann's Advancement Motivation (1977) and Ruthus Self-Confirmation Questionnaire. The results showed that the proposed pattern in fit indices is favorable. In the final pattern of research, the path to the motive of progress was eliminated from self-assertion because it was not meaningful. The results of this study showed that there was a significant correlation between self-efficacy (P = 0.34, p≤0/03), educational involvement (P = 0.51, p≤ 0.01), self-confidence (P = 0.28) an‎d p≤0.01) students have a meaningful positive relationship. Also, there was a significant difference between educational progression-induced learning outcomes (P = 0.34, p≤0.01) and self-confidence (P = 0.32, P≤0.01), and between self-confidence- P and p≤0.01), students have a meaningful positive relationship.