اثر پیش‌بینی‌کنندگی کارکردهای اجرایی و باورهای فراشناختی مثبت تحصیلی بر درگیری تحصیلی: بررسی نقش واسطه‌ای تاب‌آوری شناختی

نوع مقاله : پژوهشی

نویسندگان

1 دانشیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سمنان، سمنان، ایران

2 دانشجوی دکتری روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه سمنان، سمنان، ایران.

چکیده

هدف از انجام این پژوهش، آزمون برازندگی مدل مفروض درگیری تحصیلی بر اساس کارکردهای اجرایی و باورهای فراشناختی مثبت با توجه به نقش میانجی‌گری تاب‌آوری شناختی در دانشجویان بود. این پژوهش از لحاظ هدف کاربردی و توصیفی از نوع همبستگی و مدل‌یابی معادلات ساختاری بود. جامعه آماری پژوهش را کلیه دانشجویان دانشگاه علوم پزشکی ایران تشکیل می‌دهند که در سال 1404 - 1403 مشغول به تحصیل بودند. نمونه‌ای به تعداد 208 نفر در نظر گرفته شد که به شیوه نمونه‌گیری تصادفی خوشه‌ای انجام شد. به منظور جمع‌آوری داده از پرسش‌نامه درگیری تحصیلی ریو (۲۰۱۳)، پرسش‌نامه تاب‌آوری شناختی اسمیت (2015)، پرسش‌نامه باورهای فراشناختی مثبت ولز در سال (۱۹۹۷) و پرسش‌نامه کارکرد اجرایی بارکلی (۲۰۱۱) جهت جمع‌آوری اطلاعات استفاده کردیم. از نرم‌افزار 26 - spss و pls برای تحلیل داده‌ها و برازش مدل استفاده شد. داده‌ها به روش ماتریس همبستگی و مدل‌یابی معادلات ساختاری تحلیل شد. یافته‌ها نشان داد که شاخص‌های ضریب استاندارد و مستقیم کارکردهای اجرایی (05/0 P< و 20/0=β)، باورهای فراشناختی مثبت (05/0 P< و 18/0=β) و تاب‌آوری شناختی (001/0 P< و 50/0=β) بر درگیری تحصیلی اثر مستقیم و معنادار دارد. ضریب استاندارد و مستقیم کارکردهای اجرایی (001/0 P< و 45/0=β)، باورهای فراشناختی مثبت (001/0 P< و 39/0=β) بر تاب‌آوری شناختی اثر مستقیم و معنادار دارد. مسیرهای غیرمستقیم از طریق تاب‌آوری شناختی نیز معنادار بودند؛ به‌گونه‌ای که کارکردهای اجرایی (001/0 P< و 22/0=β) و باورهای فراشناختی (001/0 P< و 19/0=β) با واسطه تاب‌آوری شناختی اثر غیرمستقیمی بر درگیری تحصیلی داشتند. یافته‌های این پژوهش نقش مؤثر توانمندی‌های شناختی و فراشناختی را در درگیری تحصیلی تأیید می‌کند و بر اهمیت تقویت تاب‌آوری شناختی در مداخلات آموزشی تأکید دارد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Predictive Role of Executive Functions and Positive Metacognitive Beliefs in Academic Engagement: The Mediating Role of Cognitive Resilience

نویسندگان [English]

  • Mohammadali Mohammadi far 1
  • Fatemeh Khodapanah 2
1 Associate Professor, Department of Educational Psychology, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran.
2 Ph.D. Student in Psychology, Faculty of Educational Sciences and Psychology, Semnan University, Semnan, Iran.
چکیده [English]

The present study aimed to test the fitness of a proposed structural model of academic engagement based on executive functions and positive metacognitive beliefs, with cognitive resilience acting as a mediating variable in university students. This research was applied in purpose and correlational-descriptive in nature, utilizing structural equation modeling (SEM). The statistical population consisted of all students at Iran University of Medical Sciences during the academic year 2024–2025. A sample of 208 students selected using cluster random sampling. Data collected using the Academic Engagement Questionnaire (Reeve, 2013), the Cognitive Resilience Scale (Smith, 2015), the Positive Metacognitive Beliefs Scale (Wells, 1997), and the Executive Function Scale (Barkley, 2011). SPSS-26 and SmartPLS software used for data analysis and model testing. The data analyzed using correlation matrix and structural equation modeling. Results revealed that executive functions (β = 0.20, p < .05), positive metacognitive beliefs (β = 0.18, p < .05), and cognitive resilience (β = 0.50, p < .001) had significant direct effects on academic engagement. Executive functions (β = 0.45, p < .001) and positive metacognitive beliefs (β = 0.39, p < .001) also significantly predicted cognitive resilience. Moreover, indirect effects through cognitive resilience were significant for both executive functions (β = 0.22, p < .001) and metacognitive beliefs (β = 0.19, p < .001) on academic engagement. These findings support the influential roles of cognitive and metacognitive capabilities in promoting academic engagement and underscore the importance of strengthening cognitive resilience through educational interventions.

کلیدواژه‌ها [English]

  • Academic Engagement
  • Executive Functions
  • Positive Metacognitive Beliefs
  • Cognitive Resilience

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