بررسی مدل علّی خودپنداشت ریاضی و اشتیاق تحصیلی با اضطراب ریاضی با تاکید بر نقش میانجی راهبردهای یادگیری

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی، دانشگاه ارومیه، ارومیه، ایران.

2 دانشیار، روان‌شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران.

3 استاد روان‌شناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران، ایران.

چکیده

اضطراب ریاضی، به عنوان یکی از عوامل بازدارنده یادگیری ریاضیات امروزه مورد توجه بسیاری از روان‌شناسان آموزشی و شناختی قرار گرفته است. این مطالعه با هدف بررسی روابط ساختاری بین اضطراب ریاضی، خودپنداشت ریاضی و اشتیاق تحصیلی، با در نظر گرفتن نقش میانجی راهبردهای یادگیری انجام شد. روش تحقیق از نوع همبستگی و مبتنی بر مدل معادلات ساختاری بود. جامعه آماری این مطالعه را تمامی دانش‌آموزان دختر و پسر مقطع دوم متوسطه شهر ارومیه تشکیل ‌دادند (23015=N) که براساس نظر لوهلین (2004) و کلاین (2011) نمونه‌ای به حجم 200 نفر از طریق روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. برای گردآوری داده‌ها از پرسش‌نامه خودپنداره ریاضی صالح صدق پور و همکاران (۱۳۹۶)، مقیاس اشتیاق تحصیلی فردریکز و همکاران (2004)، مقیاس اضطراب ریاضی پلاک و پارکر (1982) و پرسش‌نامه راهبردهای یادگیری داوسون و مکاینری (2004) استفاده شده است. نتایج تحلیل آزمون ضریب همبستگی پیرسون نشان داد که بین متغیرهای مطالعه‌شده به صورت دو به دو روابط متقابل معناداری وجود دارد و تمامی شاخص‌های برازش مدل تأیید شد. به طوری که ضرایب استاندارد مسیرها نشان داد اثر مستقیم خودپنداشت ریاضی به راهبردهای یادگیری (39/0=β)؛ خودپنداشت ریاضی به اضطراب ریاضی (49/0-=β)؛ اشتیاق تحصیلی به راهبردهای یادگیری (46/0=β)؛ اشتیاق تحصیلی به اضطراب ریاضی (44/0-=β) در سطح معنادار است. همچنین نتایج آزمون بوت استراپ نرم‌افزار AMOS نشان داد که اثرات غیرمستقیم خودپنداشت ریاضی و اشتیاق تحصیلی به اضطراب ریاضی از طریق راهبردهای یادگیری معنادار است. براساس یافته‌های پژوهش حاضر می‌توان نتیجه گرفت که رابطه خودپنداشت ریاضی و اشتیاق تحصیلی با اضطراب ریاضی یک رابطه خطی ساده نیست، بلکه متغیرهای دیگر مانند راهبردهای یادگیری در این رابطه نقش تعدیل‌کننده دارند. 

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Examining the Causal Model of Math Self-Concept and Academic Enthusiasm with Math Anxiety, Emphasizing the Mediating Role of Learning Strategies

نویسندگان [English]

  • Emad Salmani 1
  • Esmaiel Soleimani 2
  • Abolghasem Yaghoobi 3
1 Ph.D. Student in Psychology, Urmia University, Urmia, Iran.
2 Associate Professor, Department of Psychology, Urmia University, Urmia, Iran.
3 Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu–Ali Sina University, Hamadan, Iran.
چکیده [English]

Math anxiety, as one of the inhibiting factors in learning mathematics, has received the attention of many educational and cognitive psychologists. The purpose of this study was to examining the causal model of math self-concept and academic enthusiasm with math anxiety, emphasizing the mediating role of learning strategies. The research method was correlational and based on the structural equation model. The statistical population of this research included all male and female students of the second year of secondary schools in Urmia (N=23015), which based on Lohlin (2004) and Klein (2011) a sample of 200 people selected through a multi-stage cluster random sampling method. To collect data, were used Sedghpour et al.'s Math Self-Concept Questionnaire (2016), Fredericks et al.'s Academic Enthusiasm Scale (2004), Plaque and Parker's Math Anxiety Scale (1982), and Dawson and McEnery's Learning Strategies Questionnaire (2004). The results of Pearson's correlation coefficient analysis showed significant two-by-two correlations between the studied variables and confirmed all the fit indices of the model. So that the standardized path coefficients showed that the direct effect of mathematical self-concept on learning strategies (β=0.39); Math self-concept to math anxiety (β=0.49); academic enthusiasm for learning strategies (β=0.46); And academic enthusiasm for math anxiety (β=0.44) statistically significant. Also, the results of the AMOS software bootstrap test showed that the indirect effects of math self-concept and academic enthusiasm on math anxiety through learning strategies were significant. Based on the findings of the present research, it can be concluded that the relationship between math self-concept and academic enthusiasm with math anxiety is not a simple linear relationship, but other variables such as learning strategies have a moderating role in this relationship.

کلیدواژه‌ها [English]

  • Math Self-Concept
  • Academic Enthusiasm
  • Learning Strategies
  • Math Anxiety
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