تأثیر خودپنداره تحصیلی، تاب آوری تحصیلی و اشتیاق تحصیلی بر عملکرد تحصیلی دانشجویان دانشگاه واسط: نقش میانجیگری خودتنظیمی هیجانی و تعدیل کنندگی عزت نفس
کلمات کلیدی:
خودپنداره تحصیلی, تاب آوری تحصیلی, اشتیاق تحصیلی, خودتنظیمی هیجانی , عزت نفس, عملکرد تحصیلیچکیده
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.
دانلودها
مراجع
Dwiastuti I, Hendriani W, Andriani F. The impact of academic resilience on academic performance in college students
during the Covid-19 pandemic. KnE Social Sciences. 2022:25-41. doi: 10.18502/kss.v7i1.10198.
https://doi.org/10.18502/kss.v7i1.10198
Tisocco F, Liporace MF. Structural Relationships Between Procrastination, Academic engagement, and Academic
Achievement Within University Students: A Selfdetermination Theory Approach. Innovative Higher Education.
;48(2):351-69. doi: 10.1007/s10755-022-09622-9. https://doi.org/10.1007/s10755-022-09622-9
da Costa Júnior JF, Bezerra DdMC, de Araújo AG, Ramos ASM. Anti-Procrastination Strategies, Techniques and
Tools and Their Interrelation with Self-Regulation and Self-Efficacy. Journal of Education and Learning. 2024;13(1):72-91.
doi: 10.5539/jel.v13n1p72. https://doi.org/10.5539/jel.v13n1p72
Yang L, Yan Z, Zhang D, Boud D, Datu JA. Exploring the roles of academic self-concept and perseverance of effort
in self-assessment practices. Assessment in Education: Principles, Policy & Practice. 2023;30(2):104-29. doi:
1080/0969594X.2023.2191161. https://doi.org/10.1080/0969594X.2023.2191161
Marsh HW, Pekrun R, Murayama K, Arens AK, Parker PD, Guo J, Dicke T. An integrated model of academic selfconcept development: Academic self-concept, grades, test scores, and tracking over 6 years. Developmental Psychology.
;54(2):263-80. doi: 10.1037/dev0000393. https://doi.org/10.1037/dev0000393
Tella A. The impact of motivation on student's academic achievement and learning outcomes in mathematics among
secondary school students in Nigeria. Eurasia Journal of Mathematics, Science and Technology Education. 2007;3(2):149-56.
doi: 10.12973/ejmste/75390. https://doi.org/10.12973/ejmste/75390
Perinelli E, Pisanu F, Checchi D, Scalas LF, Fraccaroli F. Academic self-concept change in junior high school students
and relationships with academic achievement. Contemporary Educational Psychology. 2022;69:102071. doi:
1016/j.cedpsych.2022.102071. https://doi.org/10.1016/j.cedpsych.2022.102071
Keshtvarz Kandazi E, Rezaeifard A, Abdoljalal T. The mediating role of academic self-concept in the relationship
between academic hope and unproductive academic behaviors. Journal of Psychology. 2021;99(3):490-510.
Yang X, Liu RD, Ding Y, Hong W, Jiang S. The relations between academic procrastination and self-esteem in
adolescents: A longitudinal study. Current Psychology. 2023;42(9):7534-48. doi: 10.1007/s12144-021-02075-x.
https://doi.org/10.1007/s12144-021-02075-x
Yu J, Huang C, He T, Wang X, Zhang L. Investigating students' emotional self-efficacy profiles and their relations to
self-regulation, motivation, and academic performance in online learning contexts: A person-centered approach. Education and
Information Technologies. 2022;27(8):11715-40. doi: 10.1007/s10639-022-11099-0. https://doi.org/10.1007/s10639-022-
-0
Basith A. The relationship among academic self-concept, academic self-esteem, and academic achievement. Konselor.
;10(2):36-42. doi: 10.15294/jubk.v9i1.45373. https://doi.org/10.15294/jubk.v9i1.45373
Steinberg O, Kulakow S, Raufelder D. Academic self-concept, achievement, and goal orientations in different learning
environments. European Journal of Psychology of Education. 2024:1-25. doi: 10.1007/s10212-024-00825-6.
https://doi.org/10.1007/s10212-024-00825-6
Li H, Zhang W. Review of the studies on psychological resilience. Journal of Shandong Normal University (Social
Sciences). 2006;51(3):149-52.
Chen X, Shi W. Cross-legged regression analysis of relationship between academic self-concept and academic
achievement in primary and middle school students: Test of reciprocal effect model and development perspective.
Psychological Development and Education. 2016;32(1):81-8.
Kalisch R, Baker DG, Basten U, Boks MPM, Bonanno GA, Brummelman E, et al. Academic self-concept formation:
testing the internal/external frame of reference model, big-fish-little-pond model, and an integrated model at the end of primary
school. European Journal of Psychology of Education. 2020;35(1):93-109. doi: 10.1007/s10212-019-00416-w.
https://doi.org/10.1007/s10212-019-00416-w
Mancini AD, Bonanno GA. Predictors and parameters of resilience to loss: Toward an individual differences model.
Journal of Personality. 2009;77(6):1805-32. doi: 10.1111/j.1467-6494.2009.00601.x. https://doi.org/10.1111/j.1467-
2009.00601.x
Lyu MS, Xi JZ, Luo YR. Daily emotional characteristics in individuals with different resilience levels: Supplementary
evidence from experience-sampling method. Acta Psychologica Sinica. 2017;49(7):928-40. doi:
3724/SP.J.1041.2017.00928. https://doi.org/10.3724/SP.J.1041.2017.00928
Huang J, Li X, Zhao J, An Y. Relations among resilience, emotion regulation strategies and academic self-concept
among Chinese migrant children. Current Psychology. 2023;42(10):8019-27. doi: 10.1007/s12144-021-02086-8.
https://doi.org/10.1007/s12144-021-02086-8
Romano L, Angelini G, Consiglio P, Fiorilli C. Academic resilience and engagement in high school students: The
mediating role of perceived teacher emotional support. European Journal of Investigation Health, Psychology and Education.
;11(2):334-44. doi: 10.3390/ejihpe11020025. https://doi.org/10.3390/ejihpe11020025
Fru-Ngongban AC. The Impact Of Resilience On Students' Academic Achievement: Case Study Of Secondary School
Students. Journal Transnational Universal Studies. 2023;1(5):206-13. doi: 10.58631/jtus.v1i5.31.
https://doi.org/10.58631/jtus.v1i5.31
Al Omari O, Al Yahyaei A, Wynaden D, Damra J, Aljezawi M, Al Qaderi M, Albashtawy M. Correlates of resilience
among university students in Oman: a cross-sectional study. BMC Psychology. 2023;11(1):2. doi: 10.1186/s40359-022-01035-
https://doi.org/10.1186/s40359-022-01035-9
Johnson SR, Stage FK. Academic engagement and student success: Do high-impact practices mean higher graduation
rates? Journal of Higher Education. 2018;89(5):753-81. doi: 10.1080/00221546.2018.1441107.
https://doi.org/10.1080/00221546.2018.1441107
Seif MH, Talebi S, Darvishi M. Presenting causal model of students' academic burnout based on perfectionism with
the mediating role of academic procrastination and academic engagement. International Journal of Psychosocial Rehabilitation.
;24(4):7913-24. doi: 10.37200/IJPR/V24I4/PR2020741. https://doi.org/10.37200/IJPR/V24I4/PR2020741
Anwar S, Butt AA, Menekse M, editors. Exploring relationships between academic engagement, application
engagement, and academic performance in a first-year engineering course. 2022 IEEE Frontiers in Education Conference (FIE);
Guo J, Tang X, Marsh HW, Parker P, Basarkod G, Sahdra B, Salmela-Aro K. The roles of social-emotional skills in
students' academic and life success: A multi-informant and multi-cohort perspective. Journal of Personality and Social
Psychology. 2023;124(5):1079. doi: 10.1037/pspp0000426. https://doi.org/10.1037/pspp0000426
Morosanova VI, Bondarenko IN, Fomina TG. Conscious Self-regulation, Motivational Factors, and Personality Traits
as Predictors of Students' Academic Performance: A Linear Empirical Model. Psychology in Russia. 2022;15(4):170. doi:
11621/pir.2022.0411. https://doi.org/10.11621/pir.2022.0411
Graziano P, Reavis R, Keane S, Calkins S. The role of emotion regulation in children's early academic success. Journal
of School Psychology. 2007;45(1):3-19. doi: 10.1016/j.jsp.2006.09.002. https://doi.org/10.1016/j.jsp.2006.09.002
Liew J, Spinrad TL. Emotional self-regulation processes as foundation for social-emotional competencies and wholechild school success: Routledge; 2022.
Sawyer A, Chittleborough C, Mittinty M, Miller-Lewis L, Sawyer M, Sullivan T, Lynch J. Are trajectories of selfregulation abilities from ages 2-3 to 6-7 associated with academic achievement in the early school years? Child: Care, Health
and Development. 2014;41(5):744-54. doi: 10.1111/cch.12208. https://doi.org/10.1111/cch.12208
Huang R, Geng Z, Siraj I. Exploring the associations among Chinese kindergartners between academic achievement
and behavioral, cognitive and emotional self-regulation. Early Education and Development. 2023;34(3):591-606. doi:
1080/10409289.2022.2056695. https://doi.org/10.1080/10409289.2022.2056695
Almurumudhe LKA, Mahdad A, Abdulkadhim Johni A, Yousefi Z. The Mediating Role of Self-Esteem in the
Relationship between Psychological Capital, Academic Engagement, and Academic Procrastination with Academic
Performance among Students in Al-Diwaniyah, Iraq. Iranian Journal of Educational Sociology. 2024;7(3):1-9. doi:
61838/kman.ijes.7.3.1. https://doi.org/10.61838/kman.ijes.7.3.1
Najm ZS. The correlation between Iraqi university student self-regulatory control and descriptive and narrative
English writing skill. Journal of Higher Education Theory and Practice. 2023;23(1):774.
Jawher SA. Motivational self-regulated strategy for learners in Erbil universities of Iraq. Turkish Journal of Computer
and Mathematics Education (TURCOMAT). 2021;12(13):3967-83.
Rischi N. The Correlation between Students' Self-Confidence and their English Achievement at SMA Negeri 3: State
Islamic University of Sultan Syarif Kasim; 2021.
Vacalares ST, Ocliaman J, Maglangit JM, Ledesma FGR. The self-esteem and academic performance in purposive
communication class at the tertiary level. International Journal of Research and Review. 2023;10(6):62-9. doi:
52403/ijrr.20230609. https://doi.org/10.52403/ijrr.20230609
Bautista Z, Gamosa M, Pacia J, Parjan A, Pepito J, Soberano A, Tolentino J. The Relationship between Self-Esteem
and Academic Performance among College Students of the Polytechnic University of the Philippines-Biñan Campus 2017.
Khan S, Anwar N, Khan I, Ullah S, Suliman M, Sultan A. Self-Esteem And Its Impact On Academic Performance
Among Undergraduate Nursing Students Of Khyber Pukhtankhwa Pakistan; A Correlational Study: Self-Esteem and its Impact
on Academic Performance. Pakistan Journal of Health Sciences. 2022;3(05). doi: 10.54393/pjhs.v3i05.232.
https://doi.org/10.54393/pjhs.v3i05.232
Peng W, Li D, Jia J, Wang Y, Sun W. School disconnectedness and adolescent internet addiction: Mediation by selfesteem and moderation by emotional intelligence. Computers in Human Behavior. 2019;98:111-21. doi:
1016/j.chb.2019.04.011. https://doi.org/10.1016/j.chb.2019.04.011
Ataii M, Saleh-Sedghpour B, Asadzadeh-Dahraei H, Sadatee-Shamir A. Effect of Self-regulation on Academic
Resilience Mediated by Perceived Competence. International Journal of Behavioral Sciences. 2021;15(3).
Safarieh M, Rezaei AM, Mohammadi-Far MA. Validity and reliability of the Academic Performance Questionnaire
by Pham and Taylor (1999). Journal of Jundishapur Educational Development. 2022;13:4-15.
Basharpoor S, Heidari F. The model of structural relationships of family cohesion /adaptability, academic self-concept
and social acceptability with school adjustment: the mediator role of educational engagement. Journal of School Psychology.
;11(2):6-20. https://www.magiran.com/paper/2485315.
Mashhadi R, Ghanifar MH, Jafar-Tabatabaei TS, Jafar-Tabatabaei S. The effectiveness of self-regulation training on
distress tolerance and academic engagement in depressed students. Iranian Journal of Nursing Research. 2023;18(5):12-21.
Liu Y, Wang Y, Liu RD, Ding Y, Wang J, Mu X. How classroom environment influences academic enjoyment in
mathematics among Chinese middle school students: moderated mediation effect of academic self-concept and academic
achievement. Psychology Research and Behavior Management. 2022:2035-48. doi: 10.2147/PRBM.S371092.
https://doi.org/10.2147/PRBM.S371092
Fredrickson BL. Positive emotions broaden and build
Advances on Experimental Social Psychology2013.
King RB, Gaerlan MJM. High self-control predicts more positive emotions, better engagement, and higher
achievement in school. European Journal of Psychology of Education. 2014;29:81-100. doi: 10.1007/s10212-013-0188-z.
https://doi.org/10.1007/s10212-013-0188-z
Pekrun R, Goetz T, Frenzel AC, Barchfeld P. Measuring emotions in students' learning and performance: The
Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology. 2011;36(1):36-48. doi:
1016/j.cedpsych.2010.10.002. https://doi.org/10.1016/j.cedpsych.2010.10.002
Uzoma O, Ogbeta M, Ndudi F, Dudutari B, Ikechuckwu M. Academic resilience, emotional intelligence, and academic
performance among undergraduate students. Knowledge and Performance Management. 2022;6(1):1-10. doi:
21511/kpm.06(1).2022.01. https://doi.org/10.21511/kpm.06(1).2022.01
Samuels WE. Development a nonintellective measure of academic success toward the quantification of
resilience2004. http://www.proquest.com
Tempski P, Santos IS, Mayer FB, Enns SC, Perotta B, Paro HB, Martins MA. Relationship among medical student
resilience, educational environment and quality of life. PLOS One. 2015;10(6):e0131535. doi: 10.1371/journal.pone.0131535.
https://doi.org/10.1371/journal.pone.0131535
Martin AJ, Marsh HW. Academic resilience and the four Cs: Confidence. Control, Composure, and Commitment.
Pekrun R, Linnenbrink-Garcia L. Academic emotions and student engagement. Handbook of research on student
engagement: Springer US; 2012. p. 259-82.
Wang MT, Eccles JS. Social support matters: Longitudinal effects of social support on three dimensions of school
engagement from middle to high school. Child Development. 2012;83(3):877-95. doi: 10.1111/j.1467-8624.2012.01745.x.
https://doi.org/10.1111/j.1467-8624.2012.01745.x
Haji Vosoogh NS, Tavakolizadeh J, Pakdaman M. Evaluating the Structural Equation Model for Explaining Students'
Academic engagement Based on Emotion Regulation With The Mediating Role of Academic Self-efficacy. Journal of Research
and Health. 2022;12(3):203-14. doi: 10.32598/JRH.12.3.1839.3. https://doi.org/10.32598/JRH.12.3.1839.3
Gallo E, Tassinari M. "Positive feelings about my work: I needed it!": Emotions and emotion self-regulation in
language teachers. Apples-Journal of Applied Language Studies. 2017;11(2):55-87. doi: 10.17011/apples/urn.201708233539.
https://doi.org/10.17011/apples/urn.201708233539
van Wyk M, Mason HD, van Wyk BJ, Phillips TK, van der Walt PE. The relationship between resilience and student
success among a sample of South African engineering students. Cogent Psychology. 2022;9(1):2057660. doi:
1080/23311908.2022.2057660. https://doi.org/10.1080/23311908.2022.2057660
Hood S, Barrickman N, Djerdjian N, Farr M, Gerrits RJ, Lawford H, Hull K. Some believe, not all achieve: the role
of active learning practices in anxiety and academic self-efficacy in first-generation college students. Journal of Microbiology
& Biology Education. 2020;21(1):10-1128. doi: 10.1128/jmbe.v21i1.2075. https://doi.org/10.1128/jmbe.v21i1.2075
Challen AR, Machin SJ, Gillham JE. The UK Resilience Programme: a school-based universal nonrandomized
pragmatic controlled trial. Journal of Consulting and Clinical Psychology. 2014;82(1):75. doi: 10.1037/a0034854.
https://doi.org/10.1037/a0034854
Zhang Q, Miao L, He L, Wang H. The relationship between self-concept and negative emotion: a moderated mediation
model. International Journal of Environmental Research and Public Health. 2022;19(16):10377. doi: 10.3390/ijerph191610377.
https://doi.org/10.3390/ijerph191610377
Fredrickson BL. The role of positive emotions in positive psychology: The broaden-and-build theory of positive
emotions. American Psychologist. 2001;56(3):218. doi: 10.1037/0003-066X.56.3.218. https://doi.org/10.1037/0003-
X.56.3.218

دانلود
چاپ شده
ارسال
بازنگری
پذیرش
شماره
نوع مقاله
مجوز
حق نشر 2024 نشریه پژوهش و نوآوری در تربیت و توسعه

این پروژه تحت مجوز بین المللی Creative Commons Attribution-NonCommercial 4.0 می باشد.