تأثیر خودپنداره تحصیلی، تاب آوری تحصیلی و اشتیاق تحصیلی بر عملکرد تحصیلی دانشجویان دانشگاه واسط: نقش میانجیگری خودتنظیمی هیجانی و تعدیل کنندگی عزت نفس

نویسندگان

    حیدر داوود سلمان دانشجوی دکتری روانشناسی تربیتی، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
    علی مهداد * دانشیار، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران alimahdad.am@gmail.com
    رشید ناصر خلیفه الهاشمی استاد، گروه آموزشی و روانشناسی، دانشگاه واسط، الکوت، عراق
    غلامرضا منشئی دانشیار، گروه روانشناسی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
https://doi.org/10.61838/jsied.4.1.1

کلمات کلیدی:

خودپنداره تحصیلی, تاب آوری تحصیلی, اشتیاق تحصیلی, خودتنظیمی هیجانی , عزت نفس, عملکرد تحصیلی

چکیده

هدف پژوهش حاضر بررسی تأثیر خودپنداره تحصیلی، تاب آوری تحصیلی و اشتیاق تحصیلی بر عملکرد تحصیلی با نقش میانجیگری خودتنظیمی هیجانی و تعدیل کنندگی عزت نفس در میان دانشجویان بود. جامعه آماری شامل کلیه دانشجویان دانشکده علوم تربیتی و انسانی دانشگاه واسط عراق در سال 2023 بود که از بین آن‌ها تعداد 306 دانشجو (115 دانشجوی دختر و 185 دانشجوی پسر) به روش نمونه­گیری تصادفی خوشه­ای چند مرحله­ای انتخاب شدند. داده‌ها از طریق پرسشنامه­های عملکرد تحصیلی( فام و تیلور، 1999)، خودپنداره تحصیلی (چن و تامپسون، 2004)، اشتیاق تحصیلی (ریو و تسینگ، 2011)، تاب آوری تحصیلی (ساموئلز، 2006)، خودتنظیمی هیجانی (هافمن و کاشدن، 2010) و عزت نفس (روزنبرگ، 1965) جمع‌آوری و توسط ضریب همبستگی پیرسون و الگوی معادلات ساختاری با استفاده از نرم افزارهای SPSS-21 و AMOS-23 تحلیل شدند. نتایج نشان داد که متغیر خودتنظیمی هیجانی در رابطه بین خودپنداره تحصیلی (01/0>p)، تاب آوری تحصیلی (01/0>p) و اشتیاق تحصیلی (05/0>p) با عملکرد تحصیلی نقش میانجی دارد. در خصوص نقش تعدیل کنندگی عزت نفس نیز نتایج حاکی از آن بود که عزت نفس نتوانست در میان متغیر‌های مورد مطالعه نقش تعدیل کننده ایفا کند. براساس یافته‌های پژوهش حاضر به سیاستگزاران آموزش عالی پیشنهاد میگردد که به منظور توانمندسازی دانشجویان جهت پیشبرد اهداف آموزشی و موفقیت تحصیلی آنان بهبود اشتیاق تحصیلی و تقویت متغیرهای روان شناختی مانند خودتنظیمی و عوامل زمینه‌ای مانند خودپنداره تحصیلی و تاب آوری تحصیلی را در اولویت برنامه هایشان قرار دهند.

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سلمان ح. د. .، مهداد ع. .، خلیفه الهاشمی ر. ن. .، و منشئی غ. . (1403). تأثیر خودپنداره تحصیلی، تاب آوری تحصیلی و اشتیاق تحصیلی بر عملکرد تحصیلی دانشجویان دانشگاه واسط: نقش میانجیگری خودتنظیمی هیجانی و تعدیل کنندگی عزت نفس. نشریه پژوهش و نوآوری در تربیت و توسعه، 4(1)، 1-21. https://doi.org/10.61838/jsied.4.1.1

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