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نقش اکتساب منبع بر درگیری تحصیلی و پیامد آن: نقش میانجی احساس تعلق و درک شناختی | ||
| مطالعات بین رشته ای در آموزش | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 05 تیر 1405 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/ise.2026.19330.1323 | ||
| نویسنده | ||
| سعید مهناء* | ||
| استادیار، گروه آموزش روانشناسی و مشاوره، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: یکی از مسائل مهم در نظامهای آموزشی میزان درگیرشدن دانشآموزان در فعالیتهای تحصیلی است؛ زیرا یکی از عوامل مهم پیشبینیکننده عملکرد تحصیلی دانشآموزان محسوب میشود. از این رو، برای بررسی نظاممند زمینههای درگیری تحصیلی مدلی برای تحلیل آن ارائه شده است. روشها: مطالعه حاضر یک پژوهش توصیفی همبستگی بود. 385 نفر از دانشآموزان پایۀ نهم شهر تهران (سال تحصیلی 1403-1402) در این پژوهش شرکت کردند که به روش نمونهگیری تصادفی چند مرحلهای انتخاب شدند. برای گردآوری دادهها از ابزارهای درگیری تحصیلی، اکتساب منبع، احساس تعلق دانشآموزان به مدرسه و درک شناختی استفاده شد. تحلیل دادهها با روش تحلیل مسیر انجام گرفت. یافتهها: نتایج نشان داد مدل درگیری-عملکرد در جامعه پژوهش برازنده بود. درگیری تحصیلی اثر معناداری بر عملکرد تحصیلی دارد (01/0>p). مسیرهای اکتساب منبع بر درگیری تحصیلی، احساس تعلق بر درگیری تحصیلی و درکشناختی بر درگیری تحصیلی مثبت و معنادار بودند (01/0>p). مسیرهای احساس تعلق بر درک شناختی و اکتساب منبع بر احساس تعلق از اثر ساختاری مثبت و معناداری برخوردار بودند (01/0>p). همچنین، اثر ساختاری اکتساب منبع بر درک شناختی معنادار بود (05/0>p). مسیرهای غیر مستقیم اکتساب منبع، احساس تعلق و درکشناختی بر عملکرد تحصیلی از طریق درگیری تحصیلی مثبت و معنادار بودند. نتیجهگیری: بر اساس نتایج پژوهش میتوان نتیجه گرفت، حمایتهای محیطی (اکتساب منبع) سرمنشاء احساس تعلق و درکشناختی دانشآموزان در مدرسه هستند و یک منبع مهم درگیر شدن دانشآموزان در فعالیتهای مدرسه محسوب میشوند؛ به طوری که نقش بارزی در شکلگیری رفتارهای تحصیلی دارند. در ضمن، احساس تعلق به عنوان یک متغیر عاطفی و درکشناختی به عنوان یک متغیر انگیزشی واسطههایی هستند که در رابطه حمایتهای محیطی با عملکرد تحصیلی نقش مؤثری را دارا هستند. | ||
| کلیدواژهها | ||
| درگیری تحصیلی؛ عملکرد تحصیلی؛ اکتساب منبع؛ احساس تعلق؛ درک شناختی | ||
| عنوان مقاله [English] | ||
| The Role of Resource Acquisition on Academic Engagement and Its Consequences: The Mediating Role of Sense of Belonging and Cognitive Understanding | ||
| نویسندگان [English] | ||
| Saeid Mohanna | ||
| Assistant Professor, Department Of Psychology and Counseling, , University Of Farhangian, Tehra, Iran | ||
| چکیده [English] | ||
| Introduction: One of the important issues in educational systems is the level of engagement of learners in academic activities. The dynamics and participation of students in the classroom depend on the educational environment that the teacher creates (Granziera et al., 2022). Therefore, one of the important goals in educational environments is to receive help and support from a supportive environment, which is called resource acquisition (environmental supports) (Wang & Kruk, 2024). Among the variables that mediate the relationship between environmental supports and academic engagement are sense of belonging and cognitive understanding. Researchers assume that educational environments are important contexts where individuals experience interpersonal connections, and these connections shape their sense of belonging (Wilson et al., 2015). Cognitive understanding is also a factor that reflects the intrinsic value of students’ learning and can increase their intrinsic motivation to complete schoolwork (Wigfield & Eccles, 2000). In this study, an attempt has been made to present a model with a psychological analysis of academic engagement, and its ultimate goal is to explain academic engagement and its outcome (academic performance) through resource acquisition mediated by students' sense of belonging and cognitive understanding. Methods and Data: The present study was a descriptive correlational study. Participants were selected using multi-stage random sampling. Data were collected using the following instruments: Academic Engagement (Rio, 2013), Resource Acquisition (Mohanna, 2019), Student Sense of Belonging to School (Mohanna, 2019), and Cognitive Understanding (Mohanna, 2019). In addition, students' self-reported grade point averages were used to assess their academic performance. To collect data, questionnaires were administered in groups. To control for the effect of order during administration, the questionnaires were randomly arranged, and the arrangement of the questionnaires was different in each school. The data collection period lasted about six weeks. After collection, the data were analyzed using path analysis and Amos Graphics software, and SPSS version 19 was used for descriptive statistics. Findings: A total of 385 ninth-grade students in Tehran high schools participated in this study, of which 47.8 percent were boys and 52.2 percent were girls. The correlation coefficients, standard deviations, and means of the variables can be seen in Table 1. After testing the model (Figure 1), the results indicated that this model is a valid and appropriate model for the research population. The fit indices of the model (GFI = 0.94, AGFI = 0.98, NFI = 0.99, CFI = 0.98, IFI = 0.97, χ²/df = 3.92) indicate that the model has a suitable fit. The tested research model is presented in Figure 1. As can be seen in Figure 1, the highest direct effect is that of resource acquisition on sense of belonging (β = 0.58). The smallest direct effects are related to resource acquisition on cognitive understanding (β = 0.13) and resource acquisition on academic engagement (β = 0.14). Other relationships are also significant, as their t-values are greater than 1.96. The Sobel test was used to measure the mediating effects. The results showed that the indirect paths of resource acquisition on academic performance through sense of belonging, cognitive understanding, and academic engagement were positive and significant. Discussion and Conclusion: The purpose of the present study was to investigate the structural relationships between resource acquisition, academic engagement, and the outcome of academic engagement (i.e., academic performance), as mediated by sense of belonging and cognitive understanding. The results provide evidence that the proposed academic engagement model possesses appropriate validity. Based on the study's findings, it can be concluded that environmental supports (resource acquisition) serve as a source of students' sense of belonging and cognitive understanding in school, and are considered an important source of student involvement in school activities. As such, they play a significant role in the development of academic behaviors. Furthermore, sense of belonging (as an emotional variable) and cognitive understanding (as a cognitive-motivational variable) act as mediators that play a crucial role in the relationship between environmental supports and academic performance. Consequently, schools need to move toward meeting students' needs in order to foster a sense of belonging and commitment to school among students. Teachers, likewise, should increase student participation in the classroom by employing modern teaching methods. Additionally, agentic engagement—the fourth and newer dimension of academic engagement—has received comparatively less attention from researchers. Accordingly, it is recommended that researchers examine cognitive understanding and agentic engagement in greater detail in relation to students' academic performance. | ||
| کلیدواژهها [English] | ||
| Academic engagement, academic performance, resource acquisition, sense of belonging, cognitive understanding | ||
| مراجع | ||
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