تدوین مدل آداب‌گریزی تحصیلی در دانشجویان: نظریه خودتعیین‌گری و منبع کنترل با میانجی‌گری مشغولیت در تکالیف و محق‌پنداری تحصیلی

نوع مقاله : پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد، روان‌شناسی، موسسه آموزش عالی جهاد دانشگاهی خوزستان، اهواز. ایران.

2 دکتری روان‌شناسی تربیتی، گروه روان‌شناسی، موسسه آموزش عالی جهاد دانشگاهی خوزستان، اهواز، ایران.

3 استادیار، گروه روان‌شناسی، موسسه آموزش عالی جهاد دانشگاهی خوزستان، اهواز، ایران.

چکیده

پژوهش حاضر با هدف بررسی مدل رابطه علی آداب‌گریزی تحصیلی بر اساس نظریه خودتعیین‌گری و منبع کنترل با میانجی‌گری مشغولیت در تکالیف و محق‌پنداری تحصیلی انجام شد. جامعه آماری شامل کلیه دانشجویان دختر و پسر مقطع کارشناسی موسسه آموزش عالی جهاد دانشگاهی خوزستان بود (2513N=) که به روش نمونه‌گیری تصادفی چندمرحله‌ای با استفاده از روش کلاین و محاسبه پارامترها و در نظر گرفتن داده‌های پرت و گمشده تعداد 200 نفر به عنوان نمونه انتخاب شد. شرکت‌کنندگان در این پژوهش، پرسش‌نامه‌های خودتعیین‌گری دسی و ریان (1985)، مشغولیت در تکالیف (2018)، منبع کنترل راتر (1966)، آداب‌گریزی تحصیلی فارل و همکاران (2016) و محق‌پنداری تحصیلی چونینگ و کمبل (2009)، را تکمیل نمودند. ارزیابی مدل پیشنهادی از طریق مدل معادلات ساختاری و با استفاده از نرم افزارهای SPSS و AMOS ویراست 24 انجام گرفت. بر اساس نتایج پژوهش، مدل پیشنهادی از برازندگی خوبی با داده‌ها برخوردار دارد. نتایج نشان داد که، از تمام فرضیه‌های مستقیم، مسیر بین خودمختاری با آداب‌گریزی تحصیلی و منبع کنترل درونی با آداب‌گریز تحصیلی غیرمعنادار شدند. فرضیه‌های غیر مستقیم با دو میانجی از طریق روش بوت استراپ اندره و هیز (2022) بررسی شدند، نتایج نشان داد که خودمختاری و آداب‌گریزی تحصیلی از طریق مشغولیت در تکالیف و محق‌پنداری تحصیلی رابطه غیرمستقیم دارد، همچنین سازه‌های مشغولیت در تکالیف و محق‌پنداری تحصیلی نیز به صورت غیر مستقیم در رابطه بین منبع کنترل درونی و بیرونی با آداب‌گریزی تحصیلی قرار گرفتند. بر اساس نتایج این پژوهش مدل آداب‌گریزی تحصیلی بر اساس نظریه خودتعیین‌گری و منبع کنترل با میانجی‌گری مشغولیت در تکالیف و محق‌پنداری تحصیلی از برازش مطلوبی برخوردار بود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Developing a Model of Academic Incivility among College Students: Self-Determination Theory and Locus of Control with the Mediation of Schoolwork Engagement and Academic Entitlement

نویسندگان [English]

  • Fatemeh Sabili 1
  • Fatemeh Farzadi 2
  • Keyhan Fathi 3
1 MS.c. Psychology, Department of Psychology, Institute for Higher Education ACECR Khuzestan, Ahvaz. Iran.
2 Ph.D. Educational Psychology, Department of Psychology, Institute for Higher Education ACECR Khuzestan, Iran.
3 Assistant Professor, Department of Psychology, Institute for Higher Education ACECR Khuzestan, Ahvaz. Iran.
چکیده [English]

The present study aimed to investigate the causal model of academic incivility based on self-determination theory and locus of control with the mediation of task engagement and academic entitlement. The statistical population included all female and male undergraduate students of Khuzestan Jihad Daneshgahi University (N=2513), from which 200 participants selected through a multi-stage random sampling method. Participants completed Participants completed questionnaires, including the Deci and Ryan’s (1985) Self-Determination, the Schoolwork Engagement (2018), Rotter’s (1966) Locus of Control, Farrell et al.’s (2016) Academic Incivility and Chowning and Campbell’s (2009) Academic Entitlement. The proposed model evaluated through structural equation modeling using SPSS and AMOS software, version 24. According to the results, the proposed model had a good fit with the data. The results showed that, among all direct hypotheses, the path between autonomy and academic procrastination, and internal locus of control and academic procrastination were not significant. The indirect hypotheses examined using the bootstrap method by Preacher and Hayes (2008), and the results showed that autonomy and academic incivility had an indirect relationship through task engagement and academic entitlement. Additionally, the constructs of task engagement and academic entitlement also indirectly involved in the relationship between internal and external locus of control and academic incivility. Based on the results of this study, the model of academic incivility based on self-determination theory and locus of control with the mediation of task engagement and academic entitlement had a good fit.

کلیدواژه‌ها [English]

  • Academic Incivility
  • Self-Determination
  • Locus of Control
  • Schoolwork Engagement

مراجع

Beshlideh, K. (2014). An Investigating of the Mediating Role of Self-Esteem in Relationship between Marital Satisfaction and Job Satisfaction in Teachers of Guidance School. Psychological Achievements, 21(1), 143-160.
Bozgün, K., & Baytemir, K. (2022). Academic self efficacy and dispositional hope as predictors of academic procrastination: The mediating effect of academic intrinsic motivation. Participatory Educational Research, 9(3), 296-314.
Cahyadi, A., Hendryadi, H., & Mappadang, A. (2021). Workplace and classroom incivility and learning engagement: The moderating role of locus of control. International Journal for Educational Integrity, 17(1), 4.
Cahyadi, A., Hendryadi, H., & Mappadang, A. (2021). Workplace and classroom incivility and learning engagement: the moderating role of locus of control. International Journal for Educational Integrity, 17(1), 1-17.
Chowning, K., & Campbell, N. J. (2009). Development and validation of a measure of academic entitlement: individual differences in students’ externalized responsibility and entitled expectations. Journal of Educational Psychology, 101, 982-997
Clark, D. A., Kassenboehmer, S. C., & Sinning, M. G. (2016). Locus of control and savings. Journal of Banking & Finance, 73, 113-130
Csikszentmihalyi, M., & Csikzentmihaly, M. (1990). Flow: The psychology of optimal experience (Vol. 1990, p. 1). New York: Harper & Row.
Crone, T. S., & Babb, S. J. (2023). The role of locus of control in mediating the relationship between nontraditional factors and academic entitlement. Journal of Adult and Continuing Education, 29(2), 22-31.
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of Research in Personality, 19(2), 109–134
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. The Oxford handbook of human motivation; 25, 85-107
Deci, E. L., Olafsen, A. H., & Ryan, R. M. (2017). Self-determination theory in work organizations: The state of a science. Annual review of organizational psychology and organizational behavior, 4(1), 19-43.
Ehsani, M., Farzi, S., Farzi, F., Babaei, S., Heidari, Z., & Mohammadi, F. (2023). Nursing students and faculty perception of academic incivility: a descriptive qualitative study. Journal of Education and Health Promotion, 12, 14-22.
Farrell, A. H., Provenzano, D. A., Spadafora, N., Marini, Z. A., & Volk, A. A. (2016). Measuring adolescent attitudes toward classroom incivility: exploring differences between intentional and unintentional incivility. Journal of Psychoeducational Assessment, 34(6), 577-588.
Fromuth, M. E., Bass, J. E., Kelly, D. B., Davis, T. L., & Chan, K. L. (2019). Academic entitlement: its relationship with academic behaviors and attitudes. Social Psychology of Education, 22, 1153-1167
García-Ros, R., Pérez-González, F., Tomás, J. M., & Fernández, I. (2017). The schoolwork engagement inventory: factorial structure, measurement invariance by gender and educational level, and convergent validity in secondary education (12-18 years). Journal of Psychoeducational Assessment, 36(6), 588-603.
Greenberger, E., Lessard, J., Chen, C., & Farruggia, S. P. (2008). Self-entitled college students: Contributions of personality, parenting, and motivational factors. Journal of Youth and Adolescence, 37, 1193-1204.
Greenberg, J. (1990). Organizational justice: Yesterday, today, and tomorrow. Journal of management, 16(2), 399-432.
Gupta, A., Apoorva, A., Chaudhuri, R., Vrontis, D. and Thrassou, A. (2024). Knowledge sharing, learning engagement and workplace incivility among research scholars: the mediating role of self-esteem, Journal of Knowledge Management, 28(4), 897-919.
Heffernan, T., & Bosetti, L. (2021). Incivility: the new type of bullying in higher education. Cambridge Journal of Education, 51(5), 641-652.
Hoyle, R. H. (1995). The structural equation modeling approach: Basic concepts and fundamental issues. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 1–15). Sage Publications, Inc.
Hudgins, T., Layne, D., Kusch, C. E., & Lounsbury, K. (2022). Disruptive academic behaviors: the dance between emotional intelligence and academic incivility. Journal of Academic Ethics, 11(20), 1-21
Jiang, L., Xu, X. V., & Jacobs, S. (2023). From incivility to turnover intentions among nurses: a multifoci and self-determination perspective. Journal of Nursing Management, 9(11), 214-235.
Kassem, A. H., & Mohammed, B. A. (2019). Incivility behavior and engagement among technical and health Institute nursing students at the classroom. International journal of Nursing Didactics, 9(05), 19-28.
Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling (4th ed.). New York, NY: The Guilford Press.
Knepp, K. A., & Knepp, M. M. (2022). Academic entitlement decreases engagement in and out of the classroom and increases classroom incivility attitudes. Social Psychology of Education, 25(5), 1113-1134
Masihpour, N., Hashemi, S. and naderi, H. (2024). The Explanatory Role of Epistemological Beliefs and Academic Self-Determination in Predicting Students' Academic Procrastination Through the Mediation of Academic Emotions. Research in School and Virtual Learning, 11(3), 35-48.
Loehlin, J. C. (2004). Latent variable models: An introduction to factor, path, and structural equation analysis (4th ed.). Lawrence Erlbaum Associates Publishers.
Oga-Baldwin, W. Q., & Nakata, Y. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65, 151-163
Rajagopal, J., Arulappan, J., Matua, G. A., Kanagaraj, P., Pandarakutty, S., & Rafi, M. (2024). Perception and Contributing Factors of Academic Incivility Among Undergraduate Nursing Students in India. SAGE Open Nursing, 10, 23779608241281462.
Rezaei, R., Aghaii, M., & Aslani, A. (2021). The relationship between self-determination, achievement goals, and intrinsic motivation with academic procrastination in students. Journal of Educational Psychology Studies, 17(59), 175-194.
Richman, S. B., Rademacher, S. A., & Tesser, A. (2009). The role of self-esteem in academic achievement: A meta-analytic review. Psychological bulletin, 135(1), 86-110
Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs: General and Applied, 80(1), 12-22.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. The Guilford Press. https://doi.org/10.1521/978.14625/28806
Ryan, R. M., Ryan, W. S., Di Domenico, S. I., & Deci, E. L. (2019). The CHAPTER6 Nature and the Conditions of Human Autonomy and Flourishing. The Oxford Handbook of Human Motivation, 15- 89.
Ryan, R.M. & Deci, E.L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 3-33).
Safarpour, H., Varasteh, S., Malekyan, L., Ghazanfarabadi, M., Allahabadi, M. S., Khoshab, H., ... & Fuladvandi, M. (2022). Uncivil behaviors in nursing education from the perspectives of nursing instructors and students: a cross-sectional study. International Journal of Africa Nursing Sciences, 17, 100444.
Salmela-Aro, K., & Upadaya, K. (2012). The Schoolwork engagement inventory: Energy, dedication, and absorption (EDA). European Journal of Psychological Assessment, 28(1), 60-71.
Shirzadeh, M. (2024). Predicting Academic Dishonesty Based on Academic Entitlement and Impulsivity of High School Students. Research in School and Virtual Learning, 11(4), 71-80.
Shirzadi, M.M & Sheykh Eslami (2021). Academic Moral Civility: The Mediating Role of Academic Engagement in the Relationship between Academic Motivation and Academic Incivility. Ethics in Science and Technology; 16 (1) :51-59
Shomoossi, N., & Shokrpour, N. (2023). Incivility as a barrier against learners’ achievement in virtual settings: stressing an overlooked concern and a call for research. Journal of Advances in Medical Education & Professionalism, 11(2), 130-141.
Sprung JM, Jex SM (2012) Work locus of control as a moderator of the relationship between work stressors and counterproductive work behavior. Int J Stress Manag 19(4):272–291.
Tuominen-Soini, H., & Salmela-Aro, K. (2014). Schoolwork engagement and burnout among Finnish high school students and young adults: profiles, progressions, and educational outcomes. Developmental psychology, 50(3), 649-662.
Vansoeterstede, A., Cappe, E., Ridremont, D., & Boujut, E. (2024). School burnout and schoolwork engagement profiles among French high school students: Associations with perceived academic stress and social support. Journal of Research on Adolescence.12,7-41.
Widlund, A., Tuominen, H., & Korhonen, J. (2018). Academic well-being, mathematics performance, and educational aspirations in lower secondary education: Changes within a school year. Frontiers in psychology, 9, 297.
Xiao, S. P., Lu, Y., Yan, Y., Zhou, Z. E., Cao, Z. X., & Zhao, K. C. (2023). Effects of two-dimensional cyber incivility on employee well-being from a self-determination perspective. Frontiers in Psychology, 14, 1137587.

فایل ها

هم رسانی

ارجاع به این مقاله

آمار