الگوی رابطه خودتنظیمی با عملکرد تحصیلی دانشجویان: نقش میانجی گر التزام و سرزندگی تحصیلی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با هدف بررسی رابطه خودتنظیمی با عملکرد تحصیلی دانشجویان با نقش میانجی گر التزام و سرزندگی تحصیلی انجام شد. این پژوهش از نوع توصیفی همبستگی بود. نمونه پژوهش شامل 322 دانشجو (163 دختر و 159 پسر) بود که به صورت تصادفی چندمرحله ای از بین تمام دانشجویان دانشگاه شهید چمران اهواز که در سال تحصیلی 1401-1400 مشغول به تحصیل بودند، انتخاب شدند. داده ها ازطریق پرسشنامه خودتنظیمی تحصیلی بوفارد و همکاران (1995)، پرسشنامه التزام تحصیلی ریو و تسنگ (2011)، پرسشنامه سرزندگی تحصیلی مارتین و مارش (2008) و عملکرد تحصیلی جمع آوری و تحلیل داده ها با کمک روش الگویابی معادلات ساختاری و با استفاده از نرم افزارهای SPSS و AMOS انجام شد. نتایج نشان داد مدل پیشنهادی از برازش مناسبی با داده ها برخوردار بود. یافته ها نشان داد اثر مستقیم خودتنظیمی تحصیلی بر عملکرد تحصیلی، التزام تحصیلی و سرزندگی تحصیلی رابطه مثبت و معنی دار است. علاوه برآن، اثر مستقیم التزام تحصیلی با عملکرد تحصیلی و سرزندگی تحصیلی با عملکرد تحصیلی نیز مثبت و معنادار بود . همچنین، نتایج مسیرهای غیرمستقیم نشان داد خودتنظیمی تحصیلی بر عملکرد تحصیلی ازطریق التزام تحصیلی و سرزندگی تحصیلی اثر مثبت دارند. براین اساس، زمانی که فرد خود را درگیر فرایند یادگیری می کند، می تواند بهتر و عمیق تر یاد بگیرد. علاوه براین، فردی که از استعداد تحصیلی بالایی برخوردار است، اعتمادبه نفس خود را در مواجهه با چالش ها و موانع تحصیلی حفظ می کند و سعی می کند این چالش ها را به خوبی پشت سر بگذارد و به موفقیت برسد؛ بنابراین، به مؤسسات آموزشی، دانشگاه ها و مربیان آموزشی توصیه می شود از این الگو برای بهبود عملکرد تحصیلی دانشجویان استفاده کنند.Relationship of Self-regulation model with the Students' Academic Performance: The Mediating role of Engagment and Academic Bouyancy
This research was conducted with the aim of investigating the relationship between self-regulation and the academic performance of students with the mediating role of engagment and academic bouyancy. The research was of the descriptive-correlating type. The samples included 322 students (163 girls, 159 boys) randomly selected from among all the students of Shahid Chamran University of Ahvaz who were studying in the academic year of 2022-2023. Data were collected through the academic self-regulation questionnaire of Bouffard et al. (1995), the academic engagment questionnaire of Ryu and Tseng (2011), the academic bouyancy questionnaire of Martin and Marsh (2008) and the academic performance collected data were analyzed using the structural equation modeling method and SPSS and AMOS softwares. Results showed that the proposed model had a good fit with data. Findings indicated that the direct effect of academic self-regulation on academic performance, academic engagment and academic bouyancy is a positive and significant relationship. In addition, the direct effect of academic engagment with academic performance and academic bouyancy with academic performance was also positive and significant. Also, the results of indirect paths showed that academic self-regulation has a positive effect on academic performance through academic engagment and academic bouyancy. Accordingly, when a person incorporates himself/herself in the learning process, he/she can learn better and deeper. In addition, a person with high academic talent will maintain his/her self-confidence in the face of academic challenges and obstacles and will try to overcome the challenges well and achieve success. Therefore, the educational institutions, universities and educational instructors are advised to use this model for improving students' academic performance.
Introduction
process of self-regulation works as the activation of various aspects of thinking, emotion and behavior in order to achieve the desired goals of the individual (Azadi Dehbidi and Foulad Cheng, 2018). In daily academic life, learners face various challenges, obstacles and special pressures, which are a threat to their self-confidence, motivation and their academic performance. Some learners succeed in dealing with them and others do not have acceptable success in this field. Therefore, educational researchers should pay attention to understanding of how to adapt to academic challenges. Therefore, it is necessary for educational institutions, universities, and education instructors to obtain the necessary information about this. To reach this level of awareness requires extensive research in this field. Therefore, this research was conducted with the aim of investigating self-regulation with academic performance of students with the mediator role of engagment and academic bouyancy.
Method
This research is of the correlation type through structural equation model. In this research, the statistical population includes all students of Shahid Chamran University of Ahvaz who were studying in the academic year of 2022-2023. 322 students (including 163 female students and 159 male students) formed the sample of this research and were selected using multi-stage random sampling method. Finally, by removing outlier data, 297 questionnaires were analyzed. Data were collected through the academic self-regulation questionnaire of Bouffard et al. (1995), the academic engagment questionnaire of Ryu and Tseng (2011), the academic bouyancy questionnaire of Martin and Marsh (2008) and academic performance. The reliability coefficient using Cronbach's alpha in this research for academic self-regulation questionnaire, academic engagment questionnaire and vitality questionnaire was obtained as 0.71, 0.92 and 0.90 respectively. Data analysis was done with the help of structural equation modeling method and using SPSS and AMOS software..
Findings
Results of the present study showed that the coefficients of academic self-regulation paths with academic engagment (p=0.001, b=0.63), academic self-regulation with academic bouyancy (p=0.001, b=0.28), academic self-regulation with Academic performance (p=0.001, b=0.11), academic engagment with academic performance (p=0.001, b=0.17), academic bouyancy with academic performance (p=0.005, b=0.14)) is significant. Therefore, the path coefficients of all the variables were significant. Accordingly, all the direct hypotheses (1 to 5) were significant at the 99% confidence level and were confirmed. In addition, there is a significant level for the academic engagment variable as a mediating variable between academic self-regulation and academic performance (p=0.001, b=0.078) and academic bouyancy as a mediating variable between academic self-regulation and academic performance (p=0.003, b = 0.008) is significant.
Discussion
Results of the present study showed that academic engagment and academic bouyancy play a mediating role in the relationship between academic self-regulation and academic performance. A person's lack of self-regulation causes him to be unable to properly monitor and control his learning process, to make correct decisions when dealing with various issues; hence, it causes poor academic performance. Lack of high level of cognitive and metacognitive ability, lack of communication and participation with others and lack of sufficient motivation bring poor academic results for people. According to the socio-cognitive perspective, cognitive and motivational intrapersonal variables are effective on academic performance, therefore, learners need both cognitive skills and motivational beliefs for academic progress. According to this view, learners in the learning process can monitor, control and regulate the aspects of cognition, motivation, behavior and characteristics of their learning environment. Therefore, in the presence of self-regulation, people take control of the learning environment according to their cognitive and metacognitive capabilities and can improve their performance in learning. Now, despite the behavioral, cognitive and agent engagment and academic bouyancy, this relationship becomes stronger in people, because the learner's participation in the education process is considered as a key factor in learning. When a person engages himself in the learning process in terms of behavior, he can learn better and deeper. Such learners apply the necessary effort and persistence in dealing with assignments and ask for help from others if necessary; Because the educational environment for them is an active and dynamic environment in which the learner can actively try to solve his educational obstacles and problems. In fact, a person contributes to his learning by trying, paying attention and participating in the educational environment. In addition, in cognitive engagment, the learner engages in meaningful and deep cognitive processing of educational materials. Hence, the person achieves deep learning and finally the learner's academic performance improves. These learners try to get involved in their assignments, that is, they help themselves by using practice and organizing the material. As a result, they show better academic performance. Also, by asking questions and asking for help and presenting their opinions during teaching, learners appear as an active factor in learning and try to make the learning process more attractive and enjoyable for themselves. Also, a person who has high academic bouyancy maintains his self-confidence in dealing with academic challenges and obstacles and tries to overcome these challenges well and achieve success. Results show that increasing academic self-regulation in students and, as a result, more monitoring of students on their learning process, can bring positive results for their academic performance; Therefore, trying to grow and develop academic self-regulation among students is important.
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