چشم‌انداز زمان آینده و پیشرفت تحصیلی: نقش واسطه‌ای خود‌نظم‌جویی بلندمدت و ادراک سودمندی تکالیف تحصیلی

نوع مقاله: علمی پژوهشی

نویسندگان

1 دکتری روان‌شناسی تربیتی دانشگاه تهران

2 دانشجوی دکتری روان‌شناسی تربیتی دانشگاه تهران

3 استادیار دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران

چکیده

هدف این پژوهش تعیین نقش واسطه‌ای خود‌نظم‌جویی بلندمدت و سودمندی ادراک‌‌شده در رابطة بین چشم‌‌انداز زمان آینده با پیشرفت تحصیلی در قالب یک مدل نظری بود. بدین منظور 572 نفر از دانش‌‌آموزان پایة سوم تجربی، که در سال تحصیلی 95-94 در شهر کرج مشغول به تحصیل بودند، با استفاده از روش نمونه‌برداری طبقه‌‌ای با انتساب متناسب انتخاب شدند و به مقیاس چشم‌‌انداز زمان آینده (هاسمن و شل، 2008)، سیاهة خود‌نظم‌جویی نوجوانی (مویلانن، 2007) و مقیاس سودمندی ادراک‌‌شده (میلر و دیگران، 1999) پاسخ دادند. پیشرفت تحصیلی نیز از طریق میانگین سه درس اصلی فیزیک، شیمی و زیست‌شناسی اندازه‌‌گیری شد. روش آماری مدل‌‌یابی معادلات ساختاری  نشان داد که مدل فرضی پژوهش با داده‌‌ها برازش دارد و مؤلفه جاذبه هم به‌طور مستقیم و هم به واسطة سودمندی ادراک‌‌شده و مؤلفه سرعت نیز هم به‌طور مستقیم و هم به واسطة خود‌نظم‌جویی بلندمدت بر پیشرفت تحصیلی تأثیر می‌‌گذارد. اثر مستقیم مؤلفة ارتباط بر پیشرفت تحصیلی معنادار نبود، اما اثر غیر‌‌مستقیم آن به واسطة خود‌نظم‌جویی بلندمدت و سودمندی ادراک‌شده بر پیشرفت تحصیلی معنادار بود. بر اساس یافته‌‌های پژوهش چشم‌‌انداز زمان آینده به‌طور مستقیم و به واسطة خود‌نظم‌جویی و سودمندی ادراک‌شده بر پیشرفت تحصیلی تأثیر می‌‌گذارد.

کلیدواژه‌ها

موضوعات


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