تبیین علّی مشغولیت تحصیلی بر اساس باورهای ضمنی هوش: نقش واسطه ای عزم

آهنگرانی فراهانی, امین

تبیین علّی مشغولیت تحصیلی بر اساس باورهای ضمنی هوش: نقش واسطه ای عزم

نوع مقاله : مقاله پژوهشی

نویسنده

امین آهنگرانی فراهانی

دانشجوی دکتری روان شناسی تربیتی دانشگاه شهید چمران اهواز، اهواز، ایران

چکیده

هدف پژوهش حاضرتبین علی مشغولیت تحصیلی بر اساس باورهای ضمنی هوش با توجه به نقش واسطه‌ای عزم بود.پژوهش حاضراز نوع هدف کاربردی واز نظر روش،همبستگی مبتنی برمعادلات ساختاری است.جامعه آماری پژوهش دانش-آموزان دوره دوم متوسطه شهراراک درسال تحصیلی1402-1401 بودند.نمونه566 نفر بودکه بااستفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند.ابزار پژوهش شامل پرسشنامه عزم(داک وورث و کونین،2009)پرسشنامه باورهای ضمنی هوش(عبدالفتاح و یتس،2006) و پرسشنامه مشغولیت تحصیلی(تینیو،2009)بود. داده‌های گردآوری شده با روش مدلسازی معادلات ساختاری و نرم افزار AMOS تحلیل شدند.نتایج تحلیل داده‌ها نشان دادکه مدل پژوهش براساس داده‌های تجربی برازش مطلوبی دارد.باورذهنیت رشددارای اثر مستقیم ومثبت برابعاد مشغولیت تحصیلی(شناختی،رفتاری،عاطفی)بود. نتایج مربوط به روابط غیرمستقیم نشان دادند که ذهنیت رشد از طریق استمرار تلاش اثر غیرمستقیم معنی‌داری بر تمامی ابعاد مشغولیت تحصیلی (شناختی، رفتاری و عاطفی) داشت، از سویی دیگر ذهنیت رشد از طریق ثبات علاقه اثر غیرمستقیم معنی‌داری فقط بر بعد عاطفی مشغولیت تحصیلی داشت و اثر غیر مستقیم ذهنیت رشد از طریق ثبات علاقه بر ابعاد شناختی و رفتاری مشغولیت تحصیلی معنی‌دار نبود.

درنتیجه بُعد استمرار تلاش عزم، رابطه بین ذهنیت‌رشد و تمام ابعاد مشغولیت تحصیلی(شناختی، رفتاری و عاطفی)را میانجی کرد، در حالی که بُعد ثبات علاقه عزم تنها میانجی‌گر ارتباط بین ذهنیت رشد و بُعد عاطفی مشغولیت تحصیلی بود.

کلیدواژه‌ها

باورهای ضمنی هوش"

ذهنیت رشد"

مشغولیت تحصیلی"

عزم"

عنوان مقاله English

Academic causal explanation based on the implicit beliefs of intelligence: The mediating role of determination

نویسنده English

amin ahangarani farahani

دانشگاه شهید چمران اهواز

چکیده English

The current research is of the type of applied purpose and in terms of method, correlation is based on structural equations. The sample was 566 people who were selected using the multi-stage cluster sampling method. The research tools include the determination questionnaire (Duckworth and Kunin, 2009), the intelligence implicit beliefs questionnaire (Abdelfattah and Yates, 2006) and the academic engagement questionnaire (Tinio , 2009). The collected data were analyzed using the structural equation modeling method and AMOS software. The results of the data analysis showed that the research model based on the experimental data has a good fit. The growth mindset had a direct and positive effect on the dimensions of academic engagement (cognitive, behavioral, emotional). The results related to the indirect relationships showed that the growth mindset through persistence of effort had a significant indirect effect on all dimensions of academic engagement (cognitive, behavioral and emotional), on the other hand, the growth mindset through the stability of interest had a significant indirect effect only on the dimension emotional was academic engagement and the indirect effect of growth mindset through the stabilityof interest on the cognitive and behavioral aspects of academic engagement was not significant.

As a result, the persistence of effort dimension of determination mediated the relationship between growth mindset and all dimensions of academic engagement (cognitive, behavioral, and emotional), while the stability of interest dimension of determination only mediated the relationship between growth mindset and the emotional dimension of academic engagement.

کلیدواژه‌ها English

Growth mindset"

academic engagement"

grit"

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