پیش‌بینی پیشرفت تحصیلی دانش‌آموزان دختر بر اساس سبک‌های مقابله‌ای، خودتنظیمی و باورهای هوشی با نقش میانجی انگیزه تحصیلی

نوع مقاله : مقاله پژوهشی

نویسنده

گروه روان‌شناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران

10.22034/cipj.2025.66248.1244

چکیده

هدف: یکی از ابعاد مهم در نظام آموزشی، پیشرفت تحصیلی دانش‌آموزان است و می‌توان از آن به‌عنوان شاخص عمده و مهم سنجش کیفیت آموزش عنوان کرد. هدف این پژوهش پیش‌بینی پیشرفت تحصیلی دانش‌­آموزان دختر پایه ششم ابتدایی بر اساس سبک‌­های ­مقابله‌­ای، خودتنظیمی و باورهای هوشی با نقش میانجی انگیزه تحصیلی بود.
روش پژوهش: این پژوهش از لحاظ هدف کاربردی و ازلحاظ روش اجرا توصیفی از نوع همبستگی بود. جامعه‌ آماری پژوهش شامل تعداد 1900 نفر از دانش‌­آموزان‌ پایه‌ ششم‌ ابتدایی‌ شهر اهر در سال تحصیلی 1403-1402 بود. حجم نمونه با توجه به تعداد متغیرها و گویه‌های مدل به تعداد 470 نفر از طریق روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شد. برای جمع‌آوری داده‌ها از پرسشنامه‌های یادگیری خودتنظیمی‌ و پرسشنامه پیشرفت تحصیلی فام و تیلور، پرسشنامه سبک‌­های مقابله‌­ای یانگ، پرسشنامه باورهای هوشی بابایی و پرسشنامه انگیزه تحصیلی هارتر استفاده‌شده و روایی‌ و پایایی‌ آن­ها تأیید شده است‌. برای تحلیل‌ داده‌ها در سطح‌ آمار توصیفی‌ از میانگین‌ و انحراف‌ معیار و در بخش استنباطی، روابط بین متغیرها با آزمون همبستگی پیرسون سنجیده شده و تحلیل داده‌­ها از طریق روش تحلیل مسیر به‌وسیله‌ی نرم‌­افزارهای SPSS و AMOS انجام گرفت و همچنین روابط میانجی‌گری با استفاده از آزمون پوت استراپینگ بررسی شد.
یافته‌ها: یافته‌های پژوهش‌ نشان‌ داد که‌ بین انگیزه تحصیلی‌ و پیشرفت‌ تحصیلی‌ دانش‌آموزان‌ رابطه مثبت معناداری وجود دارد (0/05>p) و سبک­‌های مقابله‌­ای، یادگیری خودتنظیمی و باورهای هوشی به‌­طور مستقیم باانگیزه تحصیلی و پیشرفت تحصیلی دانش­‌آموزان دختر پایه ششم شهر اهر رابطه معنی‌دار داشته است (0/05>p) و همچنین‌ به­‌طور غیرمستقیم از طریق نقش واسطه‌ای انگیزه تحصیلی بر پیشرفت تحصیلی دانش‌­آموزان دختر پایه ششم شهر اهر تأثیر معناداری داشته ­اند (0/05>p).
نتیجه‌گیری: با توجه به تأیید تأثیرات غیرمستقیم سبک‌های مقابله­‌ای، باورهای هوشی و خودتنظیمی از طریق متغیر میانجی انگیزه تحصیلی بر پیشرفت تحصیلی دانش‌­آموزان دختر، توصیه می­‌شود برای معلمان در مدارس نیز دوره‌­ها و کلاس­‌هایی باهدف شناخت عوامل متعدد در رشد و تقویت میزان انگیزه تحصیلی و به­‌تبع تأثیر آن­ها بر پیشرفت و عملکرد تحصیلی دانش‌آموزان دختر، توجه ویژه‌­ای داشته باشند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Predicting Academic Achievement in Female Students Based on Coping Styles, Self-Regulation, and Intelligence Beliefs with the Mediating Role of Academic Motivation

نویسنده [English]

  • Akbar Ebrahimi Orang
Department of Psychology and Counseling, Farhangian University, Tehran, Iran
چکیده [English]

Objective: One of the important dimensions in the educational system is the academic achievement of students, and it can be considered as a major and important indicator for measuring the quality of education. The present study aimed to predict the academic achievement of sixth-grade female students based on coping styles, self-regulation, and intelligence beliefs with the mediating role of academic motivation.
Method: In terms of purpose, this research is of an applied type and the correlation method was used to conduct it. The statistical population of the study included 1900 sixth-grade elementary school students in Ahar city in the academic year 1402-1403. The sample size was selected as 470 people using a multi-stage cluster random sampling method, considering the number of variables and items in the model. To collect data, self-regulatad learning questionnaires, Pham and Taylor's, educational achievement questionnaire, Young's coping styles questionnaire, Babaei's intelligence beliefs questionnaire, and Harter's academic motivation questionnaire were used, and their validity and reliability were confirmed. For data analysis at the descriptive statistics level of mean and standard deviation, and in the inferential section, the relationships between variables were measured with the Pearson correlation test, and data analysis was performed through path analysis using SPSS and Amos software. Mediation relationships were also examined using the bootstrapping test.
Results: The research findings showed that there is a significant positive relationship between academic motivation and students' academic achievement (p<0.05), and coping styles, self-regulated learning, and intelligence beliefs directly had a significant relationship with academic motivation and academic achievement of sixth-grade female students in Ahar city (p<0.05), and also indirectly through the mediating role of academic motivation, they had a significant effect on the academic achievement of sixth-grade female students in Ahar city (p<0.05).
Conclusion: Given the confirmation of the indirect effects of coping styles, intelligence beliefs, and self-regulation through the mediating variable of academic motivation on the academic achievement of female students, it is recommended that teachers in schools pay special attention to courses and classes aimed at identifying the various factors in the growth and strengthening of academic motivation and, consequently, their impact on the academic achievement and performance of female students.

کلیدواژه‌ها [English]

  • academic achievement
  • overcompensation style
  • avoidance style
  • self-guided
  • intelligence beliefs
  • academic motivation
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  • تاریخ دریافت: 18 اسفند 1403
  • تاریخ بازنگری: 12 فروردین 1404
  • تاریخ پذیرش: 19 بهمن 1404
  • تاریخ اولین انتشار: 01 اسفند 1404
  • تاریخ انتشار: 01 اسفند 1404