بررسي رابطه‌ي علّي خودكارآمدي تحصيلي و مشوق هاي انگيزشي منفي با عملكرد تحصيلي با ميانجي گري ادراك كنترل، ارزش تكليف، اميد و نااميدي در دانش آموزان دختر سال دوم دبيرستان

The causal relationship of self-efficacy and negative incentives with school performance mediated by perceived control, task value, hope and hopelessness in female secondary high school students

هدف از پژوهش حاضر، بررسي رابطه‌ي علّي خودكارآمدي تحصيلي و مشوق هاي انگيزشي منفي با عملكرد تحصيلي با ميانجي گري ادراك كنترل، ارزش تكليف، اميد و نااميدي در دانش آموزان دختر دوم دبيرستان شهرستان دزفول است. طرح پژوهش از نوع تحليل مسير است. جامعه‌ي مورد نظر تمامي دانش‌آموزان دختر سال دوم دبيرستان شهرستان دزفول و نمونه 250 دانش‌آموز دختر دوم دبيرستان است كه به روش نمونه-گيري تصادفي چند مرحله‌اي انتخاب شدند. ابزارهاي مورد استفاده سياهه‌ي راهبرد كنترل ارادي تحصيلي، پرسش‌نامه ‌ي ادراك كنترل دانش‌آموزان، راهبردهاي انگيزشي براي يادگيري، مقياس اميد ميلر و نااميدي كودكان است. عملكرد تحصيلي با معدّل نيم سال تحصيلي آن ها سنجيده شد. براي ارزيابي مدل پيشنهادي پژوهش از نرم افزار (SPSS) و (AMOS) و براي تعيين معني داري روابط ميانجي از روش بوت استراپ استفاده شده است. يافته ها نشان داد خودكارآمدي تحصيلي و مشوق هاي انگيزشي منفي اثر غيرمستقيم و معني-داري از طريق ادراك كنترل و ارزش تكليف بر روي اميد و نااميدي دارند و خودكارآمدي تحصيلي، مشوق-هاي انگيزشي منفي، ادراك كنترل و ارزش تكليف اثر غيرمستقيم و معني داري از طريق اميد و نااميدي روي عملكرد تحصيلي دارند. در مجموع 79% از واريانس عملكرد تحصيلي از طريق متغيرهاي مدل تبيين شد.

The purpose of the present study was to examine the causal relationship of academic self-efficacy and negative incentives with academic performance mediated by perceived control, task value, hope and hopelessness of female secondary high school students in Dezful. The population of this study was all of the students who were studying in 2012-2013 academic year. The method of the study was path analysis. The subjects consisted of 250 students who were selected by multiple-stage random sampling method. Academic performance of the students was measured by their grade-point average. The research instruments used in this study were Academic Volitional Strategy Inventory, the Student Perceptions of Control Questionnaire, Motivational Strategies for Learning Questionnaire, Miller hope Scale and hopelessness Scale for Children. The proposed model of the relationship between variables was tested, using path analysis. The indirect relationships were tested by using bootstrapping method. The results revealed that self-efficacy and negative incentives had indirect relationships with hope and hopelessness through perceived control and task value. Also self-efficacy, negative incentives, perceived control and task value had indirect relationships with academic performance through hope and hopelessness. Also, %74 of the variance in academic performance was determined by the proposed variables.