با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسندگان

1 دانشیار، روان‌شناسی تربیتی، دانشگاه ارومیه، ارومیه، ایران.

2 کارشناسی ارشد، روان‌شناسی، دانشگاه ارومیه، ارومیه، ایران.

چکیده

این پژوهش با هدف بررسی رابطه اشتیاق ادراک‌شده معلم با فرسودگی تحصیلی دانش‌آموزان در درس ریاضی با نقش میانجی حمایت اجتماعی ادراک‌شده از سوی معلم و ارزش تکلیف انجام شد. این پژوهش از نوع معادلات ساختاری بود. جامعۀ آماری پژوهش، کلیۀ دانش‌آموزان پسر سال نهم شهر سلماس به تعداد 270 نفر بود که با روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. جهت جمع‌آوری داده‌ها از پرسش‌نامه‌های اشتیاق ادراک‌شده معلم اروسز و همکاران (2015)، حمایت اجتماعی ادراک‌شده از سوی معلم پارک و همکاران (2002)، ارزش تکلیف ریاضی آکین و همکاران (2016) و فرسودگی مربوط به مدرسه (SBI) سالملا-آرو و همکاران (2005) استفاده شد.
داده‌ها با نرم‌افزار SPSS و Lisrel تحلیل شد. نتایج نشان داد اثرات مستقیم تدریس با اشتیاق روی حمایت اجتماعی و ارزش تکلیف معنادار بود. همچنین اثر تدریس بدون اشتیاق روی حمایت اجتماعی و ارزش تکلیف منفی و معنادار بود، اثر مستقیم حمایت اجتماعی و ارزش تکلیف روی فرسودگی تحصیلی نیز معنادار بودند. همچنین اثرات غیرمستقیم نشان داد که تدریس با اشتیاق بر فرسودگی تحصیلی بر اساس نقش واسطه‌ای حمایت اجتماعی و ارزش تکلیف اثر غیر مستقیم منفی و معناداری دارد، همچنین تدریس بدون اشتیاق بر فرسودگی تحصیلی بر اساس نقش واسطه‌ای حمایت اجتماعی و ارزش تکلیف اثر غیر مستقیم مثبت و معناداری دارد. پس می‌توان از طریق ارائه برنامه‌های آموزشی به دبیران با توجه به مولفه‌های اشتیاق ادراک‌شده معلم، حمایت اجتماعی ادراک‌شده و ارزش تکلیف از فرسودگی تحصیلی دانش‌آموزان در درس ریاضی جلوگیری کرد. 

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Mediating Role of Teacher's Perceived Social Support and Task Value in the Relationship between Teacher's Perceived Enthusiasm and Students' Academic Burnout in Math Lesson

نویسندگان [English]

  • farzane mikaeeli manee 1
  • behzad arzhangi 2
  • Siyamak Mirzaee seilabi 2

1 Associate Professor, Educational Psychology, Urmia University, Urmia, Iran.

2 MS.c. Psychology, Urmia University, Urmia, Iran.

چکیده [English]

This research aimed to investigate the relationship between teacher's perceived enthusiasm and students' academic burnout in mathematics, with the mediating role of teacher perceived social support and the value of homework. This research was of the type of structural equations. The statistical population of the research was 270 ninth-year male students of Selmas city, who selected by multi-stage cluster random sampling method. In order to collect data, the questionnaires of the teacher's perceived enthusiasm (Erosz et al., 2015), perceived social support by Park et al. (2002), the value of math homework, Akin et al. (2016), and school burnout. (SBI) Salemla-Aro et al. (2005) used.




The data analyzed with SPSS and Lisrel software. The results showed that the direct effects of teaching with passion on social support and homework value were significant. Also, the effect of teaching without passion on social support and homework value was negative and significant, the direct effect of social support and homework value on academic burnout was also significant. Additionally, the indirect effects showed that teaching with enthusiasm has a negative and significant indirect effect on academic burnout based on the mediating role of social support and task value, and teaching without passion on academic burnout based on the mediating role. Social support and task value have a positive and significant indirect effect. Therefore, it is possible to prevent students' academic burnout in mathematics by providing educational programs to teachers according to the components of teacher's perceived enthusiasm, perceived social support, and task value.

کلیدواژه‌ها [English]

  • Teacher Perceived Enthusiasm
  • Mathematical Burnout
  • Teacher Perceived Social Support
  • Homework Value
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