بررسی رابطۀ باور به منبع کنترل و خودپندارۀ تحصیلی؛ نقش میانجی خودکارآمدی تحصیلی

نوع مقاله : پژوهشی

نویسندگان

1 دانشیار، گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران.

2 کارشناس ارشد روان‌شناسی تربیتی، گروه روان‌شناسی، دانشکده علوم انسانی، دانشگاه کاشان، کاشان، ایران.

چکیده

پژوهش حاضر با هدف بررسی رابطه باور به منبع کنترل و خودپندارۀ تحصیلی با درنظرگرفتن نقش میانجی خودکارآمدی تحصیلی در میان دانشجویان دانشگاه کاشان در سال تحصیلی 1404-1403 انجام شد. این مطالعه از نوع کمی و در قالب مدل‌یابی معادلات ساختاری بود. جامعه آماری این پژوهش شامل ۱۷۰۰ دانشجوی دانشکده‌های علوم انسانی و حقوق دانشگاه کاشان بود که تعداد 270 نفر به روش نمونه‌گیری در دسترس انتخاب و پرسش‌نامه منبع کنترل راتر (1966)، پرسش‌نامه خودپنداره تحصیلی لیو و وانگ (2005) و پرسش‌نامه خودکارآمدی تحصیلی نوروزی و همکاران (1392) بین آنها توزیع شد؛ پس از حذف داده‌های ناقص، داده‌های 230 نفر وارد فرایند تحلیل شد. نتایج نشان داد که باور به منبع کنترل بیرونی با خودپنداره تحصیلی (213/0-=β) و خودکارآمدی تحصیلی (282/0-=β)، رابطه منفی و معناداری دارد. همچنین خودکارآمدی تحصیلی رابطه مثبت و قوی با خودپنداره تحصیلی داشت (789/0-=β). آزمون میانجی‌گری نیز حاکی از آن بود که خودکارآمدی تحصیلی نقش واسطه‌ای معناداری در رابطه بین منبع کنترل بیرونی و خودپنداره تحصیلی ایفا می‌کند (301/0-=β). یافته‌ها بیانگر آن است که گرایش به منبع کنترل بیرونی می‌تواند با تضعیف خودکارآمدی، تصویر تحصیلی فرد را منفی کند، درحالی‌که ارتقای خودکارآمدی قادر است اثرات منفی کنترل بیرونی را کاهش دهد و خودپنداره تحصیلی دانشجویان را تقویت نماید. بر این اساس، طراحی مداخلات آموزشی و روان‌شناختی برای تقویت باورهای خودکارآمدی می‌تواند به بهبود خودپنداره و ارتقای انگیزش تحصیلی دانشجویان منجر شود.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Investigating the Relationship between Belief in Locus of Control and Academic Self-Concept; The Mediating Role of Academic Self-Efficacy

نویسندگان [English]

  • Fariborz Sedighi Arfaee 1
  • Nooshin Safaeian 2
  • Maryam Talebi Baadi 2
1 Associate Professor, Department of Psychology, Faculty of Humanities, University of Kashan, Kashan, Iran.
2 M.Sc of Educational Psychology, Department of Psychology, Faculty of Humanities, Kashan University, Kashan, Iran.
چکیده [English]

The present study conducted with the aim of investigating the relationship between locus of control beliefs and academic self-concept, considering the mediating role of academic self-efficacy, among students at the University of Kashan during the 2024–2025 academic year. This study employed a quantitative approach and utilized structural equation modeling (SEM). The statistical population comprised 1700 students from the Faculties of Humanities and Law at the University of Kashan, from which 270 individuals selected via convenience sampling. The Rotter Locus of Control Scale (1966), the Liu and Wang Academic Self-Concept Questionnaire (2005), and the Norouzi et al. Academic Self-Efficacy Questionnaire (2013) distributed among them; after excluding incomplete data, the responses from 230 participants entered into the analysis process. The results indicated that belief in an external locus of control had a significant negative relationship with academic self-concept (β = -0.213) and academic self-efficacy (β = -0.382). Furthermore, academic self-efficacy exhibited a strong, positive relationship with academic self-concept (β = 0.789). The mediation analysis further revealed that academic self-efficacy played a significant mediating role in the relationship between external locus of control and academic self-concept (β = -0.301). The findings suggest that a tendency toward an external locus of control can negatively affect one's academic self-image by undermining self-efficacy, whereas enhancing self-efficacy can mitigate the adverse effects of external control and bolster students' academic self-concept. Accordingly, designing educational and psychological interventions aimed at reinforcing self-efficacy beliefs could lead to improved self-concept and enhanced academic motivation among students.

کلیدواژه‌ها [English]

  • Belief
  • Locus of Control
  • External Control
  • Academic Self-Concept
  • Academic Self-Efficacy
  • Improving Academic Motivation

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