هدف این پژوهش، بررسی نقش میانجی تابآوری تحصیلی در رابطه بین خودباوری تحصیلی و نگرش به آینده شغلی با مشغولیت تحصیلی در دانشجویان دانشگاه آزاد اسلامی اهواز بود. این پژوهش از نوع مدلسازی معادلات ساختاری بود. به این منظور تعداد 202 دانشجو به روش نمونهگیری تصادفی ساده بهعنوان نمونه انتخاب شدند و پرسشنامههای مشغولیت تحصیلی (Reeve,2013)؛ خودباوری تحصیلی (Nori, Jafari & Saadatmand, 2014)؛ نگرش به آینده شغلی Hasanlu, Hassannejad & Khazaeipol,2016 و تابآوری تحصیلی (Samuels, 2004) در بین آنها توزیع شد. ارزیابی مدل پیشنهادی با استفاده از روش معادلات ساختاری و با استفاده از نرمافزار Amos نسخه 24 انجام گرفت. برای سنجش روابط غیرمستقیم از آزمون بوت استراپ استفاده شد. نتایج ضریب همبستگی پیرسون نشان داد که بین تمامی متغیرهای پژوهش در سطح 01/0>p رابطه مثبت و معنیداری وجود دارد. در مسیرخودباوری تحصیلی به مشغولیت تحصیلی (066/0=β) که در سطح p>0.05 از لحاظ آماری معنیدار نبود بنابراین این فرضیه تأیید نشد. مسیر نگرش به آینده شغلی به مشغولیت تحصیلی (185/0=β)، مسیر خودباوری تحصیلی به تابآوری تحصیلی (301/0=β)، مسیر نگرش به آینده شغلی به تابآوری تحصیلی (492/0=β)، مسیر تابآوری تحصیلی به مشغولیت تحصیلی (350/0=β) که همگی در سطح p<0.01 از لحاظ آماری معنیدار بوذند وتمام این فرضیه ها شدند. بر اساس نتایج این پژوهش، مدل پیشنهادی دارای برازش مطلوبی است و گام مهمی در راستای شناخت عوامل مؤثر در مشغولیت و انگیزش تحصیلی دانشجویان بهحساب میآید و میتواند بهعنوان الگویی مناسب برای تدوین و طراحی برنامههای پیشگیری از افت تحصیلی و بیانگیزگی تحصیلی دانشجویان، مفید واقع شود.
عنوان مقاله [English]
Examining the mediating role of academic resilience in the relationship between academic self-confidence and attitude towards the future career with academic engagement among the students of Ahvaz Azad University
Various factors are effective in the all-round growth and development of students, however, one of the factors that can play a very effective role in improving their academic performance is academic engagement in educational activities (Thomas and Allen, 2021; Jack, 2016) Bugby, Beck, Ferrier and Aria (2019). Various factors are effective in the occurrence of academic engagement in students, among which academic self-confidence can be mentioned. It can be said that the existence of self-confidence in students is related to their greater academic engagement (Geoffrey, Borella and Mamarella, 2017). In this regard, the existence of academic self-confidence can affect the attitude towards the future career and academic engagement in students. An important factor that Academic resilience affects both the academic self-confidence and the attitude towards the future career in students and leads to an increase in academic engagement in them. Considering the importance and basic role of students in the development of society and considering the various problems and issues that students face in the educational environment, it is felt necessary to plan to eliminate their lack of motivation and lack of self-confidence. In this way, the aim of the present study was to examine the fit of the mediator role model of academic resilience in the relationship between academic self-confidence and attitude towards the future career with academic engagement in the students of Islamic Azad University of Ahvaz.
The method of the current research was a description of structural equation modeling; in which the relationship between the variables was investigated in the form of path analysis.The statistical population consisted of all the students of Ahvaz Islamic Azad University in the academic year 2018-2019. 202 students were selected as samples. Then, the research questionnaires were given to the subjects to answer. In this research, the following tools were used. Rio academic occupation questionnaires; Nouri, Jafari and Saadatmand's academic self-confidence; The attitude towards the career future of Hassanlou, Hassannejad and Khazaei Pool and Samuels' academic resilience were distributed among them. The evaluation of the proposed model was done using the path analysis method. Bootstrap test was used to measure indirect relationships.
The results of Pearson's correlation coefficient showed that there is a positive and significant relationship between all research variables at the level of p>0.01. In the path of academic self-confidence to academic engagement (β=0.066), which was not statistically significant at the level of p>0.05. The relationship was excluded, so this hypothesis was not confirmed. The path of attitude towards future career to academic engagement (β=0.185) which was statistically significant at p<0.01 level and this hypothesis was confirmed. In the path of academic self-confidence to academic resilience (β=0.301), which was statistically significant at the p<0.01 level, and this hypothesis was confirmed. In the path of attitude towards future career to academic resilience (β=0.492), which was statistically significant at the level of p<0.01, and this hypothesis was confirmed. In the path of academic resilience to academic engagement (β=0.350), which was statistically significant at the p<0.01 level, and this hypothesis was also confirmed.
Discussion and conclusion
The results showed that all the direct paths except the path of academic self-confidence were significant with academic engagement. Indirect paths were also significant through academic resilience and academic engagement. Based on the results of this research, the proposed model has a good fit and is considered an important step in the direction of knowing the effective factors in students' academic engagement and motivation, considering that the presented conceptual model had a good fit, it can be considered as an innovation. and considered a new scientific finding that can be effective in the prevention and treatment of academic failure.