با همکاری مشترک دانشگاه پیام نور و انجمن روانشناسی تربیتی ایران

نوع مقاله : پژوهشی

نویسنده

دانشگاه پیام نور

چکیده

پژوهش حاضر با هدف پیش‌بینی پیشرفت تحصیلی بر اساس باورهای هوشی، اهداف پیشرفت و هیجان‌های تحصیلی در قالب مدل عِلّی به روش تحلیل مسیر انجام شده است.
برای این منظور 231 نفر از دانشجویان کارشناسی ارشد دانشگاه پیام‌نور استان فارس به روش نمونه‌گیری تصادفی ساده، انتخاب و به پرسش‌نامه خودگزارشی متشکل از خرده مقیاس‌های باورهای هوشی (دوپی‌را و مارینه، 2005)، اهداف پیشرفت (میدلتن و میجلی، 1997) و هیجان‌های تحصیلی (پکران و همکاران، 2005) پاسخ دادند. ضمنا معدل پایان ترم دانشجویان به‌عنوان شاخص پیشرفت تحصیلی منظور گردید.
به طور کل‍‍ی نتایج پژوهش حاکی از اثرات غیرمستقیم و متفاوت باور هوشی ذاتی و افزایشی بر پیشرفت تحصیلی می‌باشد.
نتایج نشان داد که باور هوشی افزایشی از طریق واسطه‌گری اهداف تبحری و هیجان‌های مثبت بر پیشرفت تحصیلی، دارای اثر غیرمستقیم و مثبت و باور هوشی ذاتی از طریق واسطه‌گری اهداف اجتناب-عملکرد، اهداف رویکرد-عملکرد و هیجان‌های منفی بر پیشرفت تحصیلی دارای اثر غیرمستقیم و منفی می‌باشد. همچنین بر اساس نتایج اثر مستقیم باور هوشی ذاتی بر هیجان‌های منفی معنی‌دار می‌باشد در حالی که اثر مستقیم باور هوشی افزایشی بر هیجان‌های مثبت مورد تأیید قرار نگرفت.





 

کلیدواژه‌ها

عنوان مقاله [English]

Causal model of predicting virtual education students’ academic achievement: the role of intelligence beliefs, achievement goals and academic emotions

نویسنده [English]

  • hosein zare

چکیده [English]

The present study was accomplished with the purpose of predicting academic achievement based on intelligence beliefs, achievement goals and academic emotions in a causal framework through path analysis. To do this, 231 postgraduate students from Fars Payame Noor University were chosen via simple random sampling and answered to a self-report questionnaire consisted of intelligence beliefs (Dupeyrat & Marine, 2005), achievement goals (Middleton & Midgley, 1997), and academic emotions (Pekrun et al. 2005). The students’ GPA was considered as indicator of academic achievement. The results demonstrated the indirect and different effect of entity and incremental intelligence beliefs on academic achievement. The findings showed that incremental intelligence belief has indirect positive effect on academic achievement through the mediation of mastery goals and positive emotions. Moreover, the entity intelligence belief has indirect negative effect on academic achievement through the mediation of avoidance -performance and approach -performance goals and negative emotions. Also, based on the results, the direct effect of entity intelligence belief on negative emotions was significant; however, the direct effect of incremental intelligence belief on positive emotions was not confirmed.

کلیدواژه‌ها [English]

  • Intelligence Beliefs
  • achiev-ement goals
  • Academic emotions
 
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