تدوین و آزمون یک مدل انگیزشی برای پیش‌بینی تصمیم دانش‌آموزان پایه‌ی سوم راهنمایی و اول دبیرستان مناطق روستایی شهرستان سنندج به ادامه یا ترک تحصیل در دوره‌ی دبیرستان

یار احمدی, یحیی; یوسفی, ناصر; شیربگی, ناصر

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ استادیار گروه روان‌شناسی، دانشگاه آزاد اسلامی واحد سنندج )نویسنده مسئول)

² استادیار گروه روان‌شناسی و مشاوره، دانشگاه کردستان

³ دانشیار گروه علوم تربیتی دانشگاه کردستان

چکیده

هدف از پژوهش حاضر تدوین و آزمون یک مدل انگیزشی بر اساس نظریه تعیین‌گری شخصی جهت تعیین موقعیت‌هایی که تحت آنها دانش‌آموزان دوره متوسطه روستایی تصمیم به ادامه یا ترک تحصیل می‌گیرند، بود. مدل تأیید شده نهایی نشان داد که متغیرهای انگیزشی در تصمیم دانش‌آموزان به ادامه یا ترک تحصیل نقش اساسی داشته و این متغیرها در کلاس درس به وسیله‌ی حمایت معلّم از خودپیروی و ارزش ادراک شده‌ی بالای تحصیل تقویت شده و برعکس به وسیله کنترل شدید معلّم و ارزش ادراک شده پایین تحصیل تضعیف می‌شوند. تحلیل انجام گرفته توسط نرم‌افزار آماری لیزرل از داده‌های جمع‌آوری شده از 365 دانش‌آموز سال سوم راهنمایی و اول متوسطه نشان داد که میزان ارزش ادراک شده تحصیل پیش‌بینی کننده انگیزش تعیین شده شخصی و شایستگی ادراک شده بوده و بین ادراک حمایت معلم از خودپیروی و شایستگی ادراک شده ارتباط معکوس وجود دارد. همچنین شایستگی ادراک شده به طور مستقیم پیش‌بینی کننده متغیر وابسته تصمیم به ادامه یا ترک تحصیل می‌باشد. این منابع انگیزشی علاوه بر تأثیرگذاری بر روی تصمیم به ادامه یا ترک تحصیل، بر روی عملکرد تحصیلی نیز تأثیرگذارند.

کلیدواژه‌ها

عنوان مقاله [English]

Develop and Test a Motivational Model to Predict the First Grade Guidance School and the Third Grade Junior High School Students’ Intention to Continue or Drop Out of School in Rural Areas of Sanandaj

نویسندگان [English]

Y. Yarahmadi ¹
N. Yosefi ²
N. Shirbgi ³

چکیده [English]

The purpose of this study was to develop and test a motivational model based on self-determination theory to determine the situations under which the first grade guidance school and the third grade junior high school students in rural regions decide to keep on their studying or leave it. The final approved model showed that motivational variables play an essential role in deciding to continue or quit school by students. Also, it is proved that motivational variables can be either reinforced in the classroom by autonomy-supportive teachers and highly perceived educational values or exasperated by controlling teachers and low perceived values of education. Collected data from 365 guidance and high school students, were analyzed using LISREL. Results showed that the perceived value of education predicted personal motivation to education. The results also showed that there is a negative relationship between perceptions of teacher support and perceived competence. The perceived competence had a positive relationship with the dependent variable in deciding to continue or quit school. The motivational sources not only had an effect on the decision to continue or quit school, but also on educational performance.

کلیدواژه‌ها [English]

emotional model
perceived value of schooling
perceived teacher autonomy support
self-determined motivation
perceived competence
school performance
intentions to continue against drop out

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دست‌آوردهای روان‌شناختی

مراجع

مراجع

دوره 19، شماره 1 - شماره پیاپی 1
تیر 1391
صفحه 81-98

مراجع

مراجع

دوره 19، شماره 1 - شماره پیاپی 1تیر 1391صفحه 81-98

دوره 19، شماره 1 - شماره پیاپی 1
تیر 1391
صفحه 81-98