مدل یابی ساختاری روابط بین سرسختی روان شناختی و اشتیاق تحصیلی با نقش میانجی احساس انسجام در دانش آموزان متوسطه اول (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
از آنجایی که کندوکاو در عوامل مرتبط با عملکرد تحصیلی دانش آموزان به منظور اتخاذ رویکردی مناسب در برنامه ریزی و اقدامات آموزشی از دیرباز مورد توجه نظام های آموزشی سیستماتیک بوده است، پژوهش حاضر با هدف ارائه مدل ساختاری روابط بین سرسختی روان شناختی و اشتیاق تحصیلی با میانجی گری احساس انسجام در دانش آموزان مقطع متوسطه اول انجام شده است. روش پژوهش حاضر همبستگی از نوع معادلات ساختاری است. جامعه آماری پژوهش، کلیه ی دانش آموزان مقطع متوسطه اول شهر باغملک در سال تحصیلی 1401-1400 به تعداد 1300 نفر می باشند که تعداد ۳۳۰ نفر از آن ها بر اساس جدول کرجسی- مورگان به عنوان نمونه آماری با روش نمونه گیری تصادفی طبقه ای و خوشه ای چندمرحله ای (مبتنی بر مدارس و کلاس)، پرسشنامه های اشتیاق تحصیلی وانگ، وایلت و اسکلز (2011)، سرسختی روان شناختی کیامرثی، نجاریان و مهرابی زاده هنرمند (1377) و احساس انسجام آنتونوسکی (۱۹۸۷) را تکمیل نمودند. داده ها با استفاده از مدل یابی معادلات ساختاری مورد تجزیه وتحلیل قرار گرفت. نتایج پژوهش نشان داد که مدل پیشنهادی رابطه بین سرسختی روان شناختی و اشتیاق تحصیلی با نقش میانجی گری احساس انسجام از برازش "مناسب" برخوردار است. همچنین رابطه خطی و مستقیم بین متغیرهای پژوهش در سطح معنی داری 01/0 و رابطه غیرمستقیم آن ها با میانجی گری احساس انسجام در سطح معنی داری 05/0 مثبت و معنی دار می باشد. لذا داده های برازندگی مدل، اثر مستقیم و غیرمستقیم سرسختی روان شناختی و اشتیاق تحصیلی با میانجی گری احساس انسجام در دانش آموزان متوسطه اول را تأیید می کنند. با عنایت به یافته های فوق می توان اظهار داشت که با تقویت سرسختی روان شناختی و احساس انسجام در دانش آموزان، اشتیاق تحصیلی آنان ارتقاء و زمینه موفقیت های آتی آن ها در زمینه عملکردهای تحصیلی- تربیتی فراهم می گردد.Structural Modelling of The Relationship Between Psychological Hardiness And Academic Enthusiasm With The Mediating Role of Sense of Coherence In First Secondary School Students
Since exploring the factors related to the optimal academic performance of students in order to adopt a suitable approach in planning and educational measures has long been the focus of systematic education systems. The aim of this study is to provide a structural model of the relationships between psychological hardiness and academic enthusiasm with mediated role of the sense of cohesion in students of the first secondary level. The current research method is a structural equation correlation. the statistical population of the research is all the students of the first secondary level of Baghmalek city in the academic year of 1400-1401 in the number of 1300 people, 330 of them based on Karjesi- Morgan table as a statistical sample, with stratified and multi-stage cluster random sampling method (based on schools and classes), the academic enthusiasm questionnaires of Wang, Violet and Scales (2011), the psychological hardiness of Kiamarsi, Najjarian and Mehrabizadeh Honarmand (1377) and Antonovsky's sense of cohesion (1987) were completed. The data was analysed using structural equation modelling. The results of the research showed that the proposed model of the relationship between psychological hardiness and academic enthusiasm with the mediating role of sense of cohesion has a "proper" fitness. Also, the linear and direct relationship between the research variables and their indirect relationship with the mediation of sense of cohesion is positive and significant. based on the above findings, it can be stated that by strengthening the psychological hardiness and sense of cohesion in the students, their academic enthusiasm is improved and the ground for their future success in the field of academic-educational performance is provided.
Analysis of previous studies shows that psychological hardiness, academic enthusiasm and sense of cohesion are the meeting point of many theories related to students' academic performance (success and failure). The concept of academic enthusiasm was proposed for the first time in the 20th century to understand and explain academic progress and was considered as the basis for reformist efforts in the field of education. This concept of an immediate state includes emotional-cognitive aspects, and in relation to school activities, it includes three aspects of energy (psychological force to start), perseverance (necessary force to continue and finish) and attraction (attractiveness of assignments for the learner). Students with higher academic enthusiasm with greater scope of concentration, work hard on learning subjects and perform better in academic tests.
On the other hand, the review of the research literature shows that the academic performance of the students is largely influenced by the factors and personality traits of the learners. One of these traits is psychological hardiness, which consists of three components: commitment, control, and struggle, and was invented by Kobasa et al. According to them, this attribute as a "combination of beliefs about oneself and the world" enables people who have it to efficiently solve interpersonal challenges and use it as a protective mechanism when faced with stressful life events.
The mutual relationship between psychological hardiness and academic enthusiasm is influenced by other variables, one of which is the sense of coherence. According to Antonovsky (1993), the feeling of coherence indicates the general orientation of the person and his feeling of confidence and continuous dynamism in life. This feeling makes people understand internal and external movements in a more organized way and life is more understandable (cognitive component), more controllable (instrumental component) and more meaningful (motivational component) for these people. . Students who feel more cohesive, have more motivation to learn and actively participate in class activities, use self-regulation strategies, and therefore, their academic success is more likely.
With regard to the above, the present study aims to present a structural model of the relationship between psychological toughness and academic enthusiasm with the role of the sense of coherence as a mediator and seeks to answer the following questions: 1) Can the sense of coherence play a mediator role? play in the direct and indirect relationships between psychological toughness and academic enthusiasm of students? 2) Are the direct relationships between the variables of psychological toughness, academic enthusiasm and the sense of cohesion of high school students significant? 3) Is the direct effect of psychological toughness on academic enthusiasm significant? 4) Is the indirect effect of psychological toughness on students' academic enthusiasm through the mediating variable of sense of coherence significant?
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