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نقش سودمندی ادراک شده، فرسودگیتحصیلی و امید به آینده در پیوند با انگیزشتحصیلی | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 4، دوره 5، شماره 2 - شماره پیاپی 15، مهر 1395، صفحه 85-103 اصل مقاله (10.9 M) | ||
نوع مقاله: مقاله پژوهشی | ||
نویسنده | ||
سیده ماهرخ موسوی* | ||
استادیارگروه روانشناسی و علوم تربیتی دانشگاه آزاد اسلامی واحد اسلامشهر | ||
تاریخ دریافت: 26 اسفند 1394، تاریخ بازنگری: 03 تیر 1397، تاریخ پذیرش: 21 اسفند 1395 | ||
چکیده | ||
پژوهش با هدف بررسی سودمندی ادراکشده، فرسودگیتحصیلی و امید به آینده به منظور فهمیدن رابطه آنها با انگیزشتحصیلی دانشجویان دانشگاه آزاد اسلامی واحد اسلامشهر انجام شد. جامعه آماری؛ تمام دانشجویان شاغل به تحصیل کهبا روش نمونهگیری تصادفی طبقهای 536 نفر از آنها در نمونه قرار گرفتند. از پرسشنامههای انگیزشتحصیلی"AMS" (1992)، سودمندیادراکشده، فرسودگیتحصیلی برسو و همکاران (1997) و مقیاس امید اسنایدر(1991) استفاده شد. یافتهها نشان داد بین متغیرهای سودمندی ادراک شده و امید به آینده با انگیزشتحصیلی رابطه مثبت وجود دارد، و بین فرسودگیتحصیلی و انگیزشتحصیلی رابطه منفی بود. نتیجه آنکه بهتر است به مولفههای سودمندی ادراکشده، فرسودگیتحصیلی و امید به آینده به عنوان تعدادی از متغیرهای پیشبینیکننده انگیزش تحصیلی دانشجویان در محیطهای آموزشی توجه بیشتری مبذول گردد. | ||
کلیدواژهها | ||
سودمندی ادراکشده؛ فرسودگیتحصیلی؛ امید به آینده و انگیزش تحصیلی | ||
عنوان مقاله [English] | ||
The Role of Perceived Instrumentality, Academic Burnout and Hope for Future in Relation to Academic Motivation | ||
نویسندگان [English] | ||
Seyede Mahrokh Moosavi | ||
Assistant Professor, Department of Education and psychology, islamshahr Azad University | ||
چکیده [English] | ||
This research is an investigation on the effects of perceived instrumentality, academic burnout and hope for future upon academic motivation of students. Statistical population for this study included students studying in the Eslamshahr Azad University, from different disciplines, for academic year of 1392-1393. Stratified random sampling method was used in this study. 536 students formed this statistical sample. Evaluation tools used in this study were as follows: Valrand et al’s academic motivation scale questionnaires (AMS), perceived instrumentality, Bersu et al academic burnout (1997), and Schneider hope for future scale (1991). Results showed that perceived instrumentality and hope for future have positive and significant effects on academic motivation. There was also negative and significant relationship between academic burnout and academic motivation. It can be concluded that perceived instrumentality, academic burnout, and hope for future are effective and meaningful parameters on the students’ academic motivation. More attention is needed to be paid to these factors in academic units. | ||
کلیدواژهها [English] | ||
Perceived Instrumentality, Academic burnout, Hope for Future, Academic Motivation | ||
مراجع | ||
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