نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری برنامه‌ریزی درسی، دانشگاه هرمزگان، بندرعباس، ایران

2 گروه مشاوره و روانشناسی، دانشکده علوم انسانی، دانشگاه هرمزگان، بندرعباس، ایران

3 استاد، دانشگاه گیلان، رشت، ایران

چکیده

مطالعه حاضر با هدف بررسی رابطه بین کیفیت برنامه درسی و اشتیاق تحصیلی با نقش میانجی خودکارآمدی روانشناختی دانشجویان انجام شد. روش پژوهش، روش توصیفی از نوع همبستگی بود. برای اجرای پژوهش، تعداد 600 نفر از دانشجویان دانشگاه گیلان با روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. سپس، آنها مقیاس‌های کیفیت برنامه درسی، اشتیاق تحصیلی و سرمایه روان‌شناختی (خودکارآمدی روانشناختی) را تکمیل کردند. داده‌های حاصله با استفاده از نرم‌افزار آماری Amos24 با رویکرد مدل مسیر و به کمک آزمون‌های آماری ضریب همبستگی پیرسون و مدل‌سازی معادلات ساختاری تجزیه و تحلیل شد. نتایج پژوهش نشان داد که بین کیفیت برنامه درسی و اشتیاق تحصیلی دانشجویان رابطه مثبت معناداری وجود دارد (r = 0.47, p < 0.01). هم‌چنین، خودکارآمدی روانشناختی دانشجویان در رابطه بین کیفیت برنامه درسی و اشتیاق تحصیلی دانشجویان نقش میانجیگری جزئی ایفا می‌کند (0.23). بنابراین، با بهبود کیفیت برنامه درسی رشته‌های تحصیلی و حس خودکارآمدی روانشناختی در دانشجویان می‌توان اشتیاق تحصیلی آنان را ارتقا داد.

کلیدواژه‌ها

عنوان مقاله [English]

Quality of Curriculum and Academic Engagement: Studying the Mediating Role of Psychological Self-efficacy

نویسندگان [English]

  • Abdol Naser Javan Mojarrad 1
  • Ali Akbar Sheikhi Fini 2
  • Hosein Zeinipour 2
  • Abbas Abolghasemi 3

1 Ph.D. Student, University of Hormozghan, Bandar Abbas, Iran.

2 Associate Professor, University of Hormozghan, Bandar Abbas, Iran

3 Professor, University of Guilan, Rasht, Iran.

چکیده [English]

Purpose of study: the first aim of this study is to investigate the association between quality of curriculum and academic engagement. The second aim is to study the extent to which psychological self-efficacy can mediate this association. Method: to study our hypotheses, samples of 600 undergraduate students of university of Guilan were recruited by simple random sampling technique. Participants were asked to complete scales on quality of curriculum, academic engagement and psychological self-efficacy. Results: Pearson correlation analysis showed that there is a positive significant relationship between quality of curriculum and academic engagement. Moreover, path coefficients of structural equation modeling revealed that the direct effect of quality of curriculum on academic engagement is significant. Furthermore, it supported the mediating role of psychological self-efficacy in the association between quality of curriculum and academic engagement. Practical Implications: In case the quality of curriculum in the University of Guilan is enough good, psychological self-efficacy of students would be potentially good factor to further develop their academic engagement. Originality: this study suggests quality of curriculum and psychological self-efficacy as two main variables contributing students to develop their academic engagement.

کلیدواژه‌ها [English]

  • quality of curriculum
  • psychological self-efficacy
  • academic engagement
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