نقش ميانجي خود پنداره تحصيلي در رابطه آموزش ترغيبي و اشتياق به مدرسه دانش آموزان پايه ششم ابتدايي

Mediation role of academic self-concept in the relationship of invitational education and school engagement in elementary sixth grade students

پژوهش ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﺧﻮد ﭘﻨﺪاره ﺗﺤﺼﯿﻠﯽ در راﺑﻄﻪ آﻣـﻮزش ﺗﺮﻏﯿﺒـﯽ و اﺷـﺘﯿﺎق ﺑـﻪ ﻣﺪرﺳﻪ داﻧﺶ آﻣﻮزان ﭘﺎﯾﻪ ﺷﺸﻢ اﺑﺘﺪاﯾﯽ اﻧﺠﺎم ﮔﺮﻓﺖ. روش ﭘﮋوﻫﺶ ﻫﻤﺒﺴﺘﮕﯽ-ﻋﻠّﯽ و از ﺟﻤﻠﻪ ﭘﮋوﻫﺶﻫـﺎي ﮐﺎرﺑﺮدي ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري اﯾﻦ ﭘﮋوﻫﺶ ﺷﺎﻣﻞ ﮐﻠﯿﻪي داﻧﺶآﻣﻮزان ﭘﺎﯾﻪ ﺷﺸﻢ اﺑﺘﺪاﯾﯽ ﻣﺪارس ﺷـﻬﺮ ﺳـﻘﺰ ﺑـﻪ ﺗﻌﺪاد 2485 ﻣﯽﺑﺎﺷﻨﺪ. از ﻃﺮﯾﻖ ﺟﺪول ﮐﺮﺟﺴﯽ و ﻣﻮرﮔﺎن و ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﻧﻤﻮﻧـﻪاي ﺑﻪ ﺗﻌﺪاد 360 ﻧﻔﺮ اﻧﺘﺨﺎب ﺷﺪ. ﺑﺮاي ﺟﻤﻊآوري دادهﻫﺎ از ﭘﺮﺳﺸﻨﺎﻣﻪ آﻣﻮزش ﺗﺮﻏﯿﺒـﯽ )ITS( آﻣـﻮس، ﭘـﻮرﮐﯽ و ﺗﻮﺑﯿﺎس )1984(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮدﭘﻨﺪاره ﺗﺤﺼﯿﻠﯽ ﯾﺴﻦ ﭼـﻦ )2004( و اﺷـﺘﯿﺎق ﺑـﻪ ﻣﺪرﺳـﻪ وﻧـﮓ و ﻫﻤﮑـﺎران )2011( اﺳﺘﻔﺎده ﺷﺪ. ﺑﻪ ﻣﻨﻈﻮر ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫـﺎ از آزﻣـﻮنﻫـﺎي ﺿـﺮﯾﺐ ﻫﻤﺒﺴـﺘﮕﯽ ﭘﯿﺮﺳـﻮن و ﻣـﺪل ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮم اﻓﺰار SPSS ﻧﺴﺨﻪ 22 و Amos ﻧﺴﺨﻪ 18 اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸـﺎن داد ﮐﻪ ﺑﯿﻦ آﻣﻮزش ﺗﺮﻏﯿﺒـﯽ ﺑـﺎ ﺧﻮدﭘﻨـﺪاره ﺗﺤﺼـﯿﻠﯽ )0/394=r(، آﻣـﻮزش ﺗﺮﻏﯿﺒـﯽ ﺑـﺎ اﺷـﺘﯿﺎق ﺑـﻪ ﻣﺪرﺳـﻪ )0/413=r(، ﺧﻮدﭘﻨﺪاره ﺗﺤﺼـﯿﻠﯽ ﺑـﺎ اﺷـﺘﯿﺎق ﺑـﻪ ﻣﺪرﺳـﻪ )0/565=r( راﺑﻄـﻪ ﻣﺜﺒـﺖ و ﻣﻌﻨـﺎداري وﺟـﻮد دارد )0/05

The purpose of this study is to investigate the relationship between invitational education and school engagement with the mediating role of academic self-concept of the sixth-grade students in 1396-97 academic year in Saqqez. The research method is correlation. The statistical population of this study includes 2485 students of the 6th grade elementary school in the city of Saqqez. Through the Krejci and Morgan table and cluster sampling method, the sample size was set at 360 people. To collect data, Amos, Pourki and Tobias (1984) invitational education questionnaire, Yi-Hissn Chen (2004) educational self-concept questionnaire and Wang et al. (2011) school engagement were used. In order to analyze the data, descriptive and inferential statistics were used in SPSS 22 and Amos 18. The results of this study show that there is a positive and significant relationship (P<0.05) between invitational education and academic self-concept (r=0.394), between invitational education and engagement in school (r=0.413), and between self-concept and engagement in school (r=0.565). Also, the results suggest that educational self-concept has a mediating role in the relationship between invitational education and engagement in school (β =0.306).