رابطه بهره گيري از مهارتهاي خودتنظيمي و خودشكوفايي تحصيلي با پديدار سازي برنامه درسي استارتاپ ساز ادراك شده با هدف توسعه مدرسه كارآفرين با واسطه گري درگيري تحصيلي

The Relationship between Using Self-Regulatory Skills and Educational Self-Esteem by Developing Perceived Mastermind's Curriculum in the Entrepreneur's School

ﻫﺪف ﺗﺤﻘﯿﻖ، ﺗﺒﯿﯿﻦ راﺑﻄﻪ ﺑﯿﻦ ﺑﻬﺮه ﮔﯿﺮي از ﻣﻬﺎرتﻫﺎي ﺧﻮدﺗﻨﻈﯿﻤﯽ و ﺧﻮدﺷﮑﻮﻓﺎﯾﯽ ﺗﺤﺼﯿﻠﯽ و ﭘﺪﯾﺪارﺳﺎزي ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﺳﺘﺎرﺗﺎپ ﺳﺎز ﺑﺎ ﻫﺪف ﺗﻮﺳﻌﻪ ﻣﺪرﺳﻪ ﮐﺎرآﻓﺮﯾﻦ ﺑﺎ واﺳـﻄﻪ ﮔـﺮي درﮔﯿـﺮي ﺗﺤﺼـﯿﻠﯽ ﺑـﻮد. روش ﺗﺤﻘﯿﻖ، ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﮐﻠﯿﻪ ﻣﻌﻠﻤﺎن زن و ﻣﺮد دوره دوم ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ اﺻـﻔﻬﺎن ﺑﻪ ﺗﻌﺪاد 3537 ﻧﻔﺮ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1396-97 ﺑﻮد. ﺷﯿﻮه ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺧﻮﺷﻪاي ﭼﻨﺪ ﻣﺮﺣﻠﻪاي ﺑـﻮده ﮐـﻪ ﺑـﺮ اﺳﺎس ﻓﺮﻣﻮل ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﮐﻮﮐﺮان و ﺑﻄﻮر ﺗﺼﺎدﻓﯽ ﺗﻌﺪاد347 ﻧﻔﺮ ﺑﺮاي ﺗﺤﻘﯿﻖ اﻧﺘﺨـﺎب ﺷـﺪﻧﺪ. اﺑـﺰار ﺗﺤﻘﯿـﻖ ﻋﺒﺎرﺗﻨﺪاز: ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮدﺗﻨﻈﯿﻤﯽ ﺗﺤﺼﯿﻠﯽ )ﺳﻮاري و ﻋﺮب زاده، 1392(، ﭘﺮﺳﺸـﻨﺎﻣﻪ ﺧﻮدﺷـﮑﻮﻓﺎﯾﯽ ﺗﺤﺼـﯿﻠﯽ رﺿﻮاﻧﯽ ﻣﻨﻔﺮد و ﺷﻔﯿﻊ ﭘﻮر ﻣﻄﻠﻖ، 1395( ﭘﺮﺳﺸﻨﺎﻣﻪ درﮔﯿـﺮي ﺗﺤﺼـﯿﻠﯽ داﻧـﺶ آﻣـﻮز )ﻓـﺮدرﯾﮑﺲ، 2004( و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺤﻘﻖ ﺳﺎﺧﺘﻪ ﺑﺮﻧﺎﻣﻪ درﺳﯽ اﺳﺘﺎرﺗﺎپ ﺳﺎز ادراك ﺷﺪه. ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ اﻃﻼﻋـﺎت از دو ﺳـﻄﺢ آﻣﺎر ﺗﻮﺻﯿﻔﯽ )ﻓﺮاواﻧﯽ، ﻣﯿﺎﻧﮕﯿﻦ، درﺻﺪ( و آﻣﺎر اﺳﺘﻨﺒﺎﻃﯽ )آزﻣﻮﻧﻬﺎي ﮐﺎﻟﻤﻮﮔﺮوف-اﺳﻤﯿﺮﻧﻒ و ﺷﺎﭘﯿﺮو ـ وﯾﻠـﮏ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن، رﮔﺮﺳﯿﻮن ﭼﻨﺪﮔﺎﻧﻪ ﮔﺎم ﺑﻪ ﮔﺎم و ﻣﺪل ﻣﻌﺎدﻟﻪ ﺳﺎﺧﺘﺎري( اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﺑﻄﻮرﮐﻠﯽ ﻧﺘﺎﯾﺞ ﺗﺤﻘﯿﻖ ﻧﺸﺎن داد، ﺑﯿﻦ ﺧﻮدﺗﻨﻈﯿﻤﯽ و ﺧﻮدﺷﮑﻮﻓﺎﯾﯽ ﺗﺤﺼﯿﻠﯽ و ﭘﺪﯾﺪارﺳﺎزي ﺑﺮﻧﺎﻣـﻪ درﺳـﯽ اﺳـﺘﺎرﺗﺎپ ﺳـﺎز در ﻣﺪرﺳﻪ ﮐﺎرآﻓﺮﯾﻦ در ﺳـﻄﺢ 0/05

The purpose of this study was to determine the relationship between the use of self-regulation skills and academic self-fulfillment and the emergence of a startup curriculum in the entrepreneurial school through the educational engagement intermediation. The Startup Mentor is a program that fosters the mentality of students in a way that can launch start-up businesses. The research method has been a type of solidarity descriptor. The statistical population of all second-grade teachers in Isfahan was 3537 students in the academic year of 1966-97. The multi-stage cluster sampling method was selected based on the Cochran sample size formula and 347 individuals randomly selected for research. The research instrument consisted of four groups of questionnaires: 1. Educational self-regulation questionnaire (Rare and Arabzadeh, 1392), 2. Educational self-actualization questionnaire (Rezvani Monfared and Shafi Pour Motlagh, 1395) 3. Student Student Conflict Questionnaire (Fredrik, 2004); and 4. A researcher-made questionnaire developed by perceived starter maker. For data analysis, two levels of descriptive statistics (frequency, mean, percent) and inferential statistics (Kolmogorov-Smirnov and Shapiro Wilk tests, Pearson correlation, multiple stepwise regression and structural equation model) were used. Overall, the results of the research showed that there is a positive and significant relationship between self-regulation and academic self-fulfillment and the emergence of a startup master's curriculum in the entrepreneurial school at the level of p < /p>