مدل ابي ي ساختاري راهبردهاي انگيزشي و انگيزه يادگيري بر پيشرفت تحصيلي رياضي يمبا انجيگري ها سبك ي يادگيري و خودكارآمدي

Modeling effective motivational strategies and motivation for learning effective mathematics achievement mediation efficacy and learning styles of mediation efficacy

پژوهش حاضر با هدف بررسي تاثير عوامل موثر بر پيشرفت تحصيلي رياضي با ميـانجي گـري سـبك هـا ي يادگيري و خودكارآمدي انجام شد.روش پژوهش حاضر از نوع همبستگي بود.براي انجـام ايـن تحقيـق 326 نفر از دانش آموزان پايه دوم تجربي نيمسال اول 89 -88 با روش سرشماري كامـل از مـدارس شـهر ياسـوج انتخاب شدند.در اين تحقيق براي جمع آوري اطلاعات از 4 پرسشنامه برگرفتـه شـده از منـابع معتبـر اسـتفاده شده كه شامل راهبردهـاي انگيزشـي بـراي يادگيري،خودكارآمدي، سـبك هـا ي يـادگيري و انگيـزه پيشـرفت يم باشند. پيشرفت تحصيلي دانش آموزان نيز با نمره پاياني درس رياضي 2 در نوبت اول سـنجيده شـد .نتـايج تحليل داده ها نشان داد كه مدل با داده هاي اين پژوهش برازش مناسـبي دارد و تـاثير مسـتقيم خودكارآمـدي برپيشــرفت تحصيلي،ســبكهــا ي يــادگيري بــر پيشــرفت تحصــيلي،انگيزه پيشــرفت بــر پيشــرفت تحصــيلي ،خودنظمدهي بر خودكارآمدي و خودنظمدهي بر خودكارآمدي و خودكارآمدي بر باورهـاي انگيزشـي تاييـد شد.در حاليكه تاثيرات مستقيم خودنظمدهي بر پيشرفت تحصـيلي معنـادار نبـود .سـبك هـا ي يـادگيري،انگيزه پيشرفت و خودكارآمدي بهترين پـيش بينـي كننـده هـاي پيشـرفت تحصـيلي مـ يباشـند .خـودنظم دهـ ي بـا ميانجيگري خودكارآمدي به صورت مسـتقيم ،باورهـاي انگيزشـي بـا ميـانجي خودكارآمـدي بـر پيشـرفت تحصيلي تاثير دارند. انگيزه پيشرفت به صورت غيرمستقيم بر پيشرفت تحصيلي تاثير دارد

This study was conducted in order to examine factors affecting the achievement of learning with mediation styles of learning and selfefficacy. The study was a correlation. For the study 326 second-grade students with an 88-89 first-semester experiential sampling Yasuj cluster of schools were selected. In the study for collect information used four questionnaires derived for improved reputable sources that are include motivational strategies for learning (), general self-efficacy Learning style and motivation. Academic achievement of students with final grade math 2 was measured in the first turn. Analyze the data in this study; was performed analysis of structural equation modeling. The background research prototypes to investigate the relationship between variables that influence academic achievement were considered. Data analysis showed that the model fitted well with the data of this research and has a direct self-efficacy impact academic achievement, learning styles on academic achievement, achievement motivation on academic achievement, self-regulating the efficacy and the efficacy of motivational beliefs and self-efficacy was confirmed. While the direct effects on academic achievement was not significant. Learning style, achievement motivation and self-efficacy are the best predictors of academic achievement. Self-regulating with directly mediate efficacy, motivational beliefs with self-efficacy mediation have an impact on academic achievement. Motivated to develop has an indirect impact on academic achievement.