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

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.

کلیدواژه‌ها


عنوان مقاله [English]

Causal Modeling of Student Social Support, Academic Skills and Academic Self-efficacy

نویسندگان [English]

  • shahin Amini 1
  • siamak samani 2
1 Master of General Psychology, Islamic Azad University, Shiraz, Iran
2 Associate Professor, Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Iran
چکیده [English]

Abstract
Structural equation modeling research. The purpose of this study was to investigate the fitness of the causal model of student social support, academic skills and academic self-efficacy.  The present study was a correlational study. The population of this study included all tenth grade students in Shiraz who were studying in the academic year 2019-2020. 200 of student (146 female students and 54 male students) were selected using voluntary sampling method and respond to the Student Social Support (SSSS), Academic Skills (SSI) and the Standard Academic Self-efficacy Questionnaire. Data analysis was performed at both descriptive and inferential method using SPSS22 and AMOS22 software. Bootstrapping method was used to examine the mediating role of the variables in Amos software. Results showed that the causal model has a good fitness and student social support was positive predictor of the academic skills and academic self-efficacy. In addition, academic skills have mediated role between student social support and academic self-efficacy. In general, it can be concluded that student social support can increase academic self-efficacy by increasing academic skills.
 

کلیدواژه‌ها [English]

  • Academic social support
  • academic skills
  • academic self-efficacy
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