مدل سازی ساختاری رابطه بین رویکردهای تدریس و اهداف پیشرفت تحصیلی: تبیین نقش میانجی خوش بینی تحصیلی دانش آموزان
محورهای موضوعی : آموزش و پرورش
محمد حاجی زاد
1
(عضو هیات علمی دانشگاه آزاد اسلامی واحد نکا)
کلید واژه: اهداف پیشرفت, خوش بینی تحصیلی, رویکردهای تدریس,
چکیده مقاله :
پژوهش حاضر با هدف بررسی مدلسازی ساختاری رابطه بین رویکردهای تدریس و اهداف پیشرفت تحصیلی با نقش میانجی خوش بینی تحصیلی دانش آموزان انجام گرفت. این پژوهش کاربردی و روش توصیفی همبستگی از نوع تحلیل مسیر می باشد. جامعه آماری کلیه دانش آموزان دختر دوره متوسطه دوم شهرستان نکا به تعداد 2000 نفر در سال تحصیلی 1400 - 1399 مشغول به تحصیل بودند. حجم نمونه برحسب جدول کرجسی و ومورگان 317 نفر از دانش آموزان با روش نمونه گیری تصادفی طبقه ای بر اساس پایه تحصیلی انتخاب شدند. ابزار گردآوری داده ها شامل پرسشنامه های استاندارد رویکردهای تدریس معلمان کدیور، اهداف پیشرفت میگلی و خوش بینی تحصیلی توسط قاسمی بود. روایی صوری پرسشنامه ها با توجه به استاندارد بودن، توسط استاد راهنما و استاد مشاور مورد تأیید واقع شد. پایایی پرسشنامه ها از طریق ضریب آلفای کرونباخ برای رویکردهای تدریس کدیور (1399) 89 %، اهداف پیشرفت میگلی(2000)81 % وخوش بینی تحصیلی قاسمی( 1397) 86 % به دست آمد. برای تجزیه و تحلیل داده ها توسط روش آمار توصیفی(جداول فراوانی، میانگین و انحراف استاندارد)و آماراستنباطی ( ضریب همبستگی پیرسون و معادلات ساختاری SEMتوسط نرم افزار SPSS22) و Smart PLS ) استفاده شده است. تجزیه و تحلیل داده ها نشان داد بین مؤلفه های رویکردهای تدریس با اهداف پیشرفت در دانش آموزان رابطه مثبت و معناداری وجود دارد. بین مؤلفه های رویکردهای تدریس با خوش بینی تحصیلی در دانش آموزان رابطه مثبت و معناداری وجود دارد. بین مؤلفه های خوش بینی تحصیلی با اهداف پیشرفت در دانش آموزان رابطه مثبت و معناداری وجود دارد و همچنین دیگر یافته های پژوهش نشان داد بین رویکردهای تدریس و اهداف پیشرفت با نقش میانجی خوش بینی تحصیلی در دانش آموزان رابطه مثبت و معناداری وجود دارد.
The aim of this study was to investigate the structural modeling of the relationship between teaching approaches and goals of academic achievement with the mediating role of students' academic optimism. This is an applied research and descriptive correlation method of path analysis. The statistical population of all female high school students in Neka city was 2000 students in the academic year 2021-2022 They were studying. Sample size According to Krejcie and Morgan table, 317 students were selected by stratified random sampling method based on educational background. Data collection tools include standard questionnaires Kadivar teachers' teaching approaches, Migli's achievement goals and academic optimism by Ghasemi. The supervisor and the consultant due to their standardization approved the face validity of the questionnaires. The reliability of the questionnaires was obtained through Cronbach's alpha coefficient for Kadivar (1399) teaching approaches 89%, Migli (2000) achievement goals (81) and Ghasemi (1397) 86% academic optimism. Data were analyzed using descriptive statistics (frequency tables, mean and standard deviation) and inferential statistics (Pearson correlation coefficient and SEM structural equations by SPSS22 software) and Smart PLS). Data analysis showed that there is a positive and significant relationship between the components of teaching approaches and achievement goals in students. There is a positive and significant relationship between the components of teaching approaches and academic optimism in students. There is a positive and significant relationship between the components of academic optimism with achievement goals in students and also other research findings showed that there is a positive and significant relationship between teaching approaches and achievement goals with the mediating role of academic optimism in students.
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