رابطه بين خودكارآمدي، شادكامي، رضايت از زندگي و حمايت اجتماعي درك شده با انگيزه پيشرفت تحصيلي مطالعه موردي: دانشجويان دانشگاه آزاد بندرانزلي

The Relationship between Self-Efficacy, Happiness, Life Satisfaction and Perceived Social Support with Motivation of Academic Achievement: Students of Bandar Anzali Azad University

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿـﺮ ﺑﺮرﺳـﯽ راﺑﻄﻪ ﺑﯿﻦ ﺧﻮدﮐﺎرآﻣﺪي، ﺷـﺎدﮐﺎﻣﯽ، رﺿﺎﯾﺖ از زﻧﺪﮔﯽ و ﺣﻤﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ ادراك ﺷـﺪه ﺑﺎ اﻧﮕﯿﺰه ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن اﺳﺖ. ﺟﺎﻣﻌﻪ آﻣــــﺎري ﻣﻮرد ﻧﻈﺮ اﯾﻦ ﭘﮋوﻫﺶ، داﻧﺸﺠﻮﯾﺎن داﻧﺸـﮕﺎه آزاد اﺳﻼﻣﯽ واﺣﺪ ﺑﻨﺪر اﻧﺰﻟﯽ اﺳﺖ. ﻧﻤﻮﻧﻪ ﻣﻮرد ﻧﻈﺮ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ و ﺑﻪ ﺗﻌﺪاد 246 ﻧﻔﺮ ﻣﯽﺑﺎﺷـﺪ. اﺑﺰار ﮔﺮدآوري اﻃﻼﻋﺎت ﭘﺮﺳـﺸـﻨﺎﻣﻪ اﺳـﺘﺎﻧﺪارد اﺳـﺖ و از ﭘﺮﺳﺸﻨﺎﻣﻪ ﺧﻮدﮐﺎرآﻣﺪي ﺷﺮر و ﻫﻤﮑﺎران4 )1982(، ﺷــﺎدﮐﺎﻣﯽ آﮐﺴــﻔﻮرد5 )1989(، رﺿــﺎﯾﺖ از زﻧﺪﮔﯽ داﯾﻨﺮ و ﻫﻤﮑﺎران6 )1985(، ﺣﻤﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ درك ﺷﺪه در دو ﻣﻘﯿﺎس )ﺧﺎﻧﻮاده و دوﺳﺘﺎن( ﭘﺮوﺳﯿﺪاﻧﻮ و ﻫﻠﺮ7 )1986(، اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ واﻟﺮﻧﺪ و ﻫﻤﮑﺎران8 )1989( اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﺑﺮاي ﺳﻨﺠﺶ ﭘﺎﯾﺎﯾﯽ از آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ اﺳﺘﻔﺎده ﺷﺪ. ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎ از آﻣﺎر ﺗﻮﺻﯿﻔﯽ و ﻧﯿﺰ آزﻣﻮن ﭘﯿﺮﺳـﻮن و رﮔﺮﺳـﯿﻮن ﻫﻤﺰﻣﺎن از ﻧﺮم اﻓﺰار spss اﺳـﺘﻔﺎده ﺷﺪه اﺳﺖ. ﻧﺘﺎﯾﺞ ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ ﺧﻮدﮐﺎرآﻣﺪي ﺑﺎ اﻧﮕﯿﺰش ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ )0/218(، رﺿﺎﯾﺖ از زﻧﺪﮔﯽ ﺑﺎ اﻧﮕﯿﺰش ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ )0/318(، ﺷــﺎدﮐﺎﻣﯽ ﺑﺎ اﻧﮕﯿﺰش ﭘﯿﺸــﺮﻓﺖ ﺗﺤﺼــﯿﻠﯽ )0/219(، ﺣﻤﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ ﺧﺎﻧﻮاده ﺑﺎ اﻧﮕﯿﺰش ﭘﯿﺸــﺮﻓﺖ ﺗﺤﺼــﯿﻠﯽ )0/175( و ﺣﻤﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ دوﺳـــﺖ ﺑﺎ اﻧﮕﯿﺰش ﭘﯿﺸـــﺮﻓﺖ ﺗﺤﺼـــﯿﻠﯽ )0/142( راﺑﻄﻪ ﻣﻌﻨﯽداري دارد. ﯾﻌﻨﯽ ﻫﺮﭼﻘﺪر داﻧﺸـﺠﻮﯾﺎن رﺿـﺎﯾﺖ از زﻧﺪﮔﯽ، ﺧﻮدﮐﺎرآﻣﺪي، ﺷـﺎدﮐﺎﻣﯽ و ﺣﻤﺎﯾﺖ اﺟﺘﻤﺎﻋﯽ ادراكﺷﺪه ﺑﺎﻻﺗﺮي داﺷﺘﻪ ﺑﺎﺷﻨﺪ، اﻧﮕﯿﺰش ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ در ﻣﯿﺎن آﻧﻬﺎ اﻓﺰاﯾﺶ ﺑﯿﺸﺘﺮي ﭘﯿﺪا ﻣﯽﮐﻨﺪ.

The purpose of this research is to investigate the relationship between self-efficacy, happiness, life satisfaction and perceived social support with students’ academic achievement motivation. Random sampling method is employed, involving 246 people. The data collection tool is a valid questionnaire. Using questionnaires of self-efficacy presented by Sherer et al (1982), happiness Oxford (1989), life satisfaction of Diener et al. (1985), perceived social support (family and friends) by Prosidano and Heller (1986) and achievement motivation by Wallerand et al (1989). Cronbach’s alpha was used to measure reliability. Descriptive statistics as well as Pearson test and simultaneous regression of SPSS software were used to analyze the data. The results showed that self-efficacy with achievement motivation (0.218), life satisfaction with achievement motivation (0.318), happiness with achievement motivation (0.219), family social support with achievement motivation (0.175) 0), and friendly social support has a significant relationship with academic achievement motivation (0.142). In other words, the higher the students' life satisfaction, self-efficacy, happiness, and perceived social support, the greater the motivation for academic achievement among them.