مدل علی حمایت‌های اجتماعی تحصیلی، مهارت‌های تحصیلی و خودکارآمدی تحصیلی

نوع مقاله : پژوهشی اصیل

نویسندگان

1 کارشناس ارشد روان‌شناسی عمومی، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران

2 استاد گروه روان‌شناسی، واحد شیراز. دانشگاه آزاد اسلامی. شیراز. ایران

10.22055/jac.2021.36164.1780

چکیده

پژوهش حاضر یک پژوهش همبستگی و از نوع پژوهش­های مدلسازی معادلات ساختاری بود. هدف از این پژوهش بررسی برازش مدل علی حمایت­های اجتماعی تحصیلی، مهارت­های تحصیلی و خودکارآمدی تحصیلی بود.  جامعه آماری این پژوهش شامل تمامی دانش­آموزان پایه دهم(اول متوسطه دوم) شهر شیراز بود که در سال تحصیلی 1399-1398 مشغول به تحصیل بودند.  200 دانش آموز پایه اول متوسطه دوم  (146 دانش­آموز دختر و 54 دانش­آموز پسر) به روش نمونه­گیری در دسترس از دبیرستان­های شهر شیراز در سال تحصیلی 1399-1398 انتخاب شدند و به پرسشنامه­های حمایت­های اجتماعی تحصیلی(SSSS)، مهارت های تحصیلی(SSI) وپرسشنامه استاندارد  خودکارآمدی تحصیلی جینکز و مورگان پاسخ دادند. تجزیه و تحلیل داده­ها در دو سطح توصیفی و استنباطی به وسیله نرم افزار SPSS22 و AMOS22 انجام شد و برای بررسی نقش واسطه­ای متغیرها از آزمون بوت استراپ استفاده شد. نتایج نشان داد که مدل علی از برازش مطلوبی برخوردار است و حمایت اجتماعی تحصیلی دانش آموزان پیش بینی کننده مهارت های تحصیلی و خودکارآمدی تحصیلی است. علاوه بر این ، مهارت های تحصیلی نقش میانجی بین حمایت اجتماعی تحصیلی و خودکارآمدی تحصیلی ایفا می کند. به طور کلی می توان گفت که حمایت­های اجتماعی تحصیلی قادر است با افزایش مهارت­های مطالعه، باعث افزایش خودکارآمدی تحصیلی شود.

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