رابطه بين اهداف پيشرفت و خودكارآمدي تحصيلي؛ نقش ميانجي درگيري تحصيلي

Relationship between Achievement Goals and Academic Self-Efficacy; Mediation Role of Academic Engagement

اهداف: شناخت اهداف پيشرفت و خودكارآمدي تحصيلي دانشجويان مي‌تواند به درگيري بيشتر و در نتيجه يادگيري و پيشرفت تحصيلي منجر شود. هدف پژوهش حاضر بررسي نقش ميانجي‌گري درگيري تحصيلي در رابطه با اهداف پيشرفت با خودكارآمدي تحصيلي بود. ابزار و روش‌ها: در اين پژوهش از نوع همبستگي، 360 نفر از دانشجويان دختر و پسر دانشكده‌هاي پزشكي، پرستاري، مامايي و پيراپزشكي دانشگاه علوم پزشكي شهيد باهنر كرمان در سال تحصيلي 1394 به‌روش نمونه‌گيري تصادفي خوشه‌اي انتخاب شدند. ابزار گردآوري داده‌ها، پرسش‌نامه‌هاي اهداف پيشرفت، خودكارآمدي تحصيلي و درگيري تحصيلي بود. به‌منظور بررسي مدل علي اهداف پيشرفت، درگيري تحصيلي و خودكارآمدي از روش توصيفي همبستگي با بهره‌گيري از نرم‌افزارهاي SPSS 20 و Amos 22 و روش تحليل مسير در چهارچوب مدل‌سازي معادلات ساختاري استفاده شد. يافته‌ها: دو مولفه رويكرد تسلط و اجتناب تسلط، اثرات معني‌داري بر درگيري تحصيلي و خودكارآمدي تحصيلي داشتند (0/05

Aims: Understanding the goals of achievement and educational self-efficacy of the students might lead to their more engagement and then, higher learning and academic scheivement. The aim of this study was to investigate the mediating role of academic engagement in a relation to the achievement goals with academic self-efficacy. Instrument & Methods: In the correlational study, 360 female and meale medical, nursing, midwifery, and paramedical students of Kerman Shahid Bahonar University of Medical Sciences were studied in 2015. The subjects were selected via cluster random sampling. Data was collected using acheivemnet goals, academic self-efficacy, and academic engagement questionnaires. To investigate the causal model of caheivement goals, academic engagement, and salf-efficacy, correlative descarptive (by SPSS 20 and Amos 22 softwares) and path analysis (based on structural equations modeling) methods were used. Findings: There were significant effects between mastery approach and mastery avoidance approach and academic engagement and academic self-efficacy (p<0.05). There was a correlation between the goal of positively mastery approach and motivational, cognitive, and behavioral engagements. The higher the motivational and cognitive engagements were, the higher the academic self-efficacy was. In addition, based on the model fitness indices, fitness of the model was favorable. Conclusion: motivational and cognitive engagements play a complete mediator role between mastery approach goals and academic self-efficacy.