رابطه بین کیفیت برنامه درسی و اشتیاق تحصیلی دانشجویان: بررسی نقش میانجی خودکارآمدی روانشناختی

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

10.22055/psy.2020.31966.2463

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.

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