اميد كار، انگيزش تحصيلي و پيشرفت تحصيلي: وارسي يك مدل علّي در دانشجويان غير شاغل

Work Hope, Academic Motivation and Academic Achievement: Examine a Casual Model in Unemployed Students

هدف پژوهش حاضر بررسي رابطۀ علي اميد كار و پيشرفت تحصيلي با نقش واسطه‌اي انگيزش تحصيلي در دانشجويان غير شاغل مقطع كارشناسي بود. 310 دانشجوي (190مرد و120 زن) غير شاغل با روش نمونه‌گيري خوشه‌اي از بين دانشجويان دانشگاه آزاد اسلامي واحد آزادشهر انتخاب شدند. ابزار‌هاي اندازه‌گيري مقياس اميد كار (WHS، جانتنت و وترستن، 2006) و مقياس انگيزش تحصيلي (AMS، والرند و همكاران، 1992) بود؛ و پيشرفت تحصيلي دانشجويان با معدل نيمسال قبل آنها سنجيده شد. براي تحليل داده‌ها از آزمون ضريب همبستگي پيرسون و تحليل مسير استفاده شد. نتايج، رابطۀ معناداري بين اميد كار، انگيزش تحصيلي و پيشرفت تحصيلي نشان داد. اميد كار با واسطه‌گري انگيزش تحصيلي اثر غير مستقيم و معناداري بر پيشرفت تحصيلي داشت. انگيزش بيروني به طور غير مستقيم، انگيزش دروني و بي‌انگيزشي به طور مستقيم بر پيشرفت تحصيلي تأثير داشتند. دراين پژوهش، داده‌ها از مدل پيشنهادي رابطۀ اميد كار و پيشرفت تحصيلي با واسطه‌گري انگيزش تحصيلي حمايت كرد.

The aim of the present study was to examine the casual relationship of work hope and academic achievement with mediating role of academic motivation among undergraduate unemployed students. Three hundred and ten (190 males, 120 females) unemployed students were selected by cluster sampling from students of Islamic Azad University, Azadshar branch. The used research instruments in this study were Work Hope Scale (WHS, Juntunen & Wettersten, 2006) and Academic Motivation Scale (AMS, Vallerand, et al, 1992). Academic achievement of the students was measured by their grade-point average. The data were analyzed by using correlation coefficient and path analysis. The results indicated that work hope had indirect effects on academic achievement through academic motivation. There was a significant positive relationship between, academic motivation and academic achievement. Extrinsic motivation had indirect effects on academic achievement. Amotivation and intrinsic motivation had direct effects on academic achievement. The causal model about relationship between work hope and academic achievement mediated by academic motivation was confirmed.