تدوین مدل علی سازگاری تحصیلی دانش‌آموزان با ناتوانی یادگیری براساس خودکارآمدی تحصیلی و اشتیاق تحصیلی: نقش میانجی تاب‌آوری تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران

2 استادیار گروه روانشناسی، دانشکده علوم انسانی و اجتماعی، دانشگاه کردستان، سنندج، ایران

چکیده

اهداف: پژوهش حاضر با هدف تدوین مدل علی تدوین مدل علی سازگاری تحصیلی دانش‌آموزان با ناتوانی یادگیری براساس خودکارآمدی تحصیلی و اشتیاق تحصیلی با نقش میانجی تاب‌آوری تحصیلی شد.

مواد و روش‌ها: در این پژوهش توصیفی و از نوع معادلات ساختاری، تعداد 160 نفر دانش‌آموز با ناتوانی یادگیری، به عنوان نمونه‌ی هدفمند انتخاب شد. برای جمع‌آوری داده‌ها از پرسشنامه سازگاری تحصیلی (سینها و سینگ، 1993)، پرسشنامه خودکارآمدی تحصیلی (مک‌ایلروی و بانتینگ، 2002)، مقیاس اشتیاق تحصیلی (شافلی و همکاران، 2002) و مقیاس تاب‌آوری تحصیلی (ساموئلز و وو، 2009) استفاده شد. سپس داده‌ها با استفاده از مدل‌یابی معادلات ساختاری (SEM) به وسیله نرم‌افزار SPSS23 و Lisrel 8.8 مورد تجزیه و تحلیل قرار گرفت.

یافته‌ها: براساس نتایج بدست آمده مدل‌ علّی رابطه بین خودکارآمدی تحصیلی، اشتیاق تحصیلی، تاب‌آوری تحصیلی و سازگاری تحصیلی دانش‌آموزان با ناتوانی یادگیری براساس شاخص‌های مختلف برازش تأیید ‌شد. خودکارآمدی تحصیلی، اشتیاق تحصیلی و تاب‌آوری تحصیلی بر سازگاری تحصیلی دانش‌آموزان با ناتوانی یادگیری اثر مستقیم دارند؛ همچنین خودکارآمدی تحصیلی و اشتیاق تحصیلی از طریق تاب‌آوری تحصیلی بر سازگاری تحصیلی دانش‌آموزان با ناتوانی یادگیری تأثیر غیرمستقیم دارد (05/0>P).
نتیجه گیری: بنابراین، خودکارآمدی تحصیلی، اشتیاق تحصیلی و تاب‌آوری تحصیلی نقش مهمی در سازگاری تحصیلی دانش-آموزان با ناتوانی یادگیری ایفا می‌کنند و هدف قرار‌دادن این سه مؤلفه به وسیله درمان‌های روان‌شناختی، می‌تواند در افزایش سازگاری تحصیلی دانش‌آموزان با ناتوانی یادگیری مؤثر باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Developing a causal model of academic adjustment of Students with learning disabilities based on academic self-efficacy and academic eagerness: The mediating role of the academic resilience

نویسندگان [English]

  • Sajjad Basharpoor 1
  • Sanaz Einy 2
1 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran
2 Assistant professor, Department of Psychology, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran.
چکیده [English]

Objective: The aim of the present study was to develop a causal model of academic adjustment of students with learning based on academic self-efficacy and academic eagerness with the mediating role of the academic resilience.
Methods: In this descriptive study of structural equations, 160 students with learning disabilities were selected as a purposeful sample. Data were collected using the Academic Adjustment Questionnaire (Sinha and Singh, 1993), Academic Self-Efficacy Questionnaire (McIllroy & Bunting, 2002), Academic Engagement Questionnairethe (Schaufeli et al., 2002) and Academic resilience Inventory (Samuels & Woo, 2002). Data were analyzed using structural equation modeling using Spss23 and Lisrel 8.8 software.
Results: Based on the results, the causal model confirmed the relationship between academic self-efficacy, academic eagerness, academic resilience and academic adjustment of students with learning disabilities based on different fitness indices. Academic self-efficacy, academic eagerness and academic resilience have a direct effect on the academic adjustment of students with learning disabilities; also, academic self-efficacy and academic eagerness has an indirect effect on the academic adjustment of students with learning disabilities through academic resilience (P <0.05).
Conclusion: Therefore, academic self-efficacy, academic eagerness and academic resilience play an important role in academic adjustment of students with learning disabilities and targeting these three components by psychological therapies can be effective in increasing the academic adjustment of students with learning disabilities.

کلیدواژه‌ها [English]

  • Learning Disability
  • Academic Adjustment
  • Academic Self-efficacy
  • Academic Eagerness
  • Academic Resilience
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