آزمون مدل ساختاري نيازهاي اساسي روانشناختي و درگيري تحصيلي: نقش ميانجي خودكارامدي تحصيلي و هيجان هاي تحصيلي

Testing the structural model of basic psychological needs and academic engagement: The mediating role of academic self-efficacy and academic emotions

مقدمه: اين مطالعه با هدف آزمون مدل ساختاري نيازهاي اساسي روانشناختي با درگيري تحصيلي با نقش ميانجي خودكارامدي و هيجان هاي تحصيلي انجام شد. روش: شركت كنندگان 325 ( 225 دختر و 100 پسر) دانش آموز دوره اول و دوم متوسطه شهر كرمان بودند كه به روش نمونه‌گيري خوشه‌اي تصادفي انتخاب شدند. همه آنها پرسشنامه هاي نيازهاي اساسي روانشناختي، خودكارامدي تحصيلي، هيجان هاي تحصيلي و درگيري تحصيلي را تكميل كردند روابط بين متغيرها به روش مدل معادلات ساختاري توسط نرم افزار ليزرل آزمون شد. نتايج: يافته ها نشان داد از يك سو نيازهاي اساسي روانشناختي بر خودكارامدي ، هيجان ها و درگيري تحصيلي اثر مستقيم داشت و سوي ديگر به واسطه خودكارامدي و هيجان هاي تحصيلي بر درگيري تحصيلي اثر غير مستقيم داشت. همچنين، از يك سو خودكارامدي تحصيلي بر هيجان هاي تحصيلي و درگيري تحصيلي اثر مستقيم و از سوي ديگر به واسطه هيجان ها بر درگيري تحصيلي اثر غير مستقيم داشت. بحث و نتيجه‌گيري: براي درگيري تحصيلي دانش‌آموزان بايد به پيشايندهاي متعددي توجه داشت. نيازهاي اساسي روان شناختي، هيجانات تحصيلي و خودكارامدي عواملي هستند كه مي‌توانند درگيري تحصيلي را تحت تاثير قرار دهند. تلويحات يافته ها مورد بحث قرار گرفت

Introduction: The aim of this study was to test the structural model of basic psychological needs with academic involvement with the mediating role of self-efficacy and academic emotions. Method: The participants were 325 (225 girls and 100 boys) first and second-year high school students in Kerman who were selected by random cluster sampling. All of them completed the questionnaires of basic psychological needs, academic self-efficacy, academic excitement, and academic engagement. The relationships between the variables were tested by structural equation modeling using LISREL software. Results: The findings showed that on the one hand, basic psychological needs had a direct effect on self-efficacy, emotions, and academic engagement, and on the other hand, they had an indirect effect on academic engagement through self-efficacy and academic emotions. Furthermore, academic self-efficacy had a direct effect on academic emotions and academic engagement, as well as, it had an indirect effect on academic engagement due to emotions. Discussion and Conclusion: For students' academic engagement, several antecedents should be considered. Basic psychological needs, academic emotions, and self-efficacy are factors that can influence academic engagement, and the implications of the findings were discussed.