مدل علّی پیش‌بینی اشتیاق تحصیلی بر اساس مهارت‌های حل مسئله با واسطه‌گری خودپنداره تحصیلی دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

• حسین افلاکی فرد ¹
• محمد قلعه نویی ²
• ذکیه فتاحی ³

¹ گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران

² آموزشگاه شهید مظفر بلی کوهی، آموزش و پرورش درودزن، ایران

³ استادیار، گروه علوم انسانی، واحد مرودشت، دانشگاه آزاد اسلامی،مرودشت، ایران

10.30495/jzvj.2024.32992.4135

چکیده

مقدمه: هدف از پژوهش حاضر پیش‌بینی اشتیاق تحصیلی بر اساس مهارت‌های حل مسئله با واسطه‌گری خودپنداره تحصیلی در دانش‌آموزان بود.
روش­: پژوهش حاضر از نظر هدف کاربردی و از لحاظ روش توصیفی-همبستگی با مدل معادلات ساختاری است. جامعه آماری این پژوهش متشکل از تمامی دانش‌آموزان دانش‌آموزان دختر متوسطه اول شهر مرودشت در سال تحصیلی 1402- 1401 بود. برای نمونه‌گیری از روش نمونه‌گیری خوشه‌ای مرحله‌ای استفاده شد. بدین‌صورت که ابتدا از بین مدارس متوسطه اول، 3 مدرسه به صورت تصادفی انتخاب و سپس از هر مدرسه 2 کلاس انتخاب شد و تمامی دانش‌آموزان آن کلاس‌ها (160 نفر) پرسشنامه‌ها را تکمیل نمودند. ابزار سنجش شامل پرسشنامه اشتیاق تحصیلی فریدل و پاریس، مهارت‌های حل مسئله هپنر و پترسن و خودپنداره تحصیلی یس یسن چن بود. تحلیل داده‌ها در دو سطح آمار توصیفی و آمار استنباطی انجام شده است. در سطح توصیفی از میانگین و انحراف معیار و در سطح استنباطی از رگرسیون چند متغیره به روش متوالی هم‌زمان بر اساس مدل بارون و کنی (1986) و معادلات ساختاری استفاده شده است.
یافته­ها: یافته‌ها حاکی از آن بود که مهارت‌های حل مسئله با واسطه‌گری خودپنداره تحصیلی دانش‌آموزان قادر به پیش‌بینی اشتیاق تحصیلی دانش‌آموزان است. همچنین مدل از برازش قابل قبولی برخوردار بود.
نتیجه­گیری: تقویت و توسعه مهارت‌های حل مسئله و افزایش خودپنداره تحصیلی دانش‌آموزان می‌تواند به بهبود اشتیاق و علاقه آنها به مسیرهای آموزشی و تحصیلیشان کمک کند. بنابراین، ارائه برنامه‌های آموزشی مناسب و استراتژی‌هایی در محیط‌های مدرسه و خانواده با هدف ارتقاء مهارت‌های حل مسئله و توسعه خودپنداره تحصیلی می‌تواند تأثیر مثبتی بر اشتیاق تحصیلی دانش‌آموزان داشته باشد.

کلیدواژه‌ها

• اشتیاق تحصیلی"
• مهارت‌های حل مسئله"
• "
• خودپنداره تحصیلی"

---

عنوان مقاله [English]

The causal model predicting academic engagement based on problem-solving skills, mediated by academic self-concept, in female high school students.

نویسندگان [English]

• Hossein Aflakifard ¹
• mohammad ghalehnooei ²
• Zakiyeh Fatahi ³

¹ Department of Educational Sciences, Farhangian University, Tehran, Iran

² Shahid Mozafar Bali Kohi school elementary, Darudzen, Iran

³ Assistant Professor, Department of Islamic Mysticism, Marvdasht Branch, Islamic Azad University, Maroodasht, Iran

چکیده [English]

The aim of the present research was to predict academic engagement based on problem-solving skills, mediated by academic self-concept in female high school students. This applied study utilized a descriptive-correlational approach with structural equation modeling. The population of this research included all female high school students in Marvdasht during the academic year 1401-1402. A clustered random sampling method was employed, where three schools were randomly selected, and two classes from each school were chosen, totaling 160 students who completed the questionnaires. The measurement tools included the academic engagement questionnaire by Fredell and Paris, problem-solving skills by Heppner and Petersen, and academic self-concept by Yessen and Chen. Data analysis was conducted at two levels, descriptive statistics and inferential statistics. Descriptive analysis involved examining means and standard deviations, while inferential analysis utilized multivariate regression through the Baron and Kenny (1986) model and structural equation modeling with LISREL and SPSS software. The findings indicated that problem-solving skills, mediated by academic self-concept, were able to predict students' academic engagement. Furthermore, the model demonstrated an acceptable fit.

کلیدواژه‌ها [English]

• Academic engagement"
• problem-solving skills"
• "
• academic self-concept"

مراجع

1)Ní Shé, C., Ní Fhloinn, E., & Mac an Bhaird, C. (2023). Student Engagement with Technology-Enhanced Resources in Mathematics in Higher Education: A Review. Mathematics, 11(3), 787.              

2)Lei, H., Cui, Y., & Zhou, W. (2018). Relationships between student engagement and academic achievement: A meta-analysis. Social Behavior and Personality: an international journal, 46(3), 517-528.    

3)Pietarinen, J., Soini, T., & Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational



Research, 67, 40-51.     

4)Reeve, J., & Lee, W. (2014). Students’ classroom engagement produces longitudinal changes in classroom motivation. Journal of educational psychology, 106(2), 527.            

5)Wang, Y., Cao, Y., Gong, S., Wang, Z., Li, N., & Ai, L. (2022). Interaction and learning engagement in online learning: The mediating roles of online learning self-efficacy and academic emotions. Learning and Individual Differences, 94, 102128.

6)Zhao, L., Lu, Y., Wang, B., & Huang, W. (2011). What makes them happy and curious online? An empirical study on high school students' Internet use from a self-determination theory perspective. Computers & Education, 56. 346-356.      
 

7)Mostafazade, A., Taghvaei, D., & Pirani, Z. (2021). Developing a Model of Academic Motivation Based on Self-Efficacy Strategy Mediated by Emotional Intelligence in High School Students in Marivan. Journal of Applied Psychological Research, 12(1), 127-143. doi: 10.22059/japr.2021.304255.643544 [persian].

8)Hajializadeh, K; Rafieipour, A; Samavi, S A.(2016). Evaluation of the Psychometric Properties of the Academic Engagement Questionnaire among High School Students. Quarterly of Educational Measurement, 6(24), 83-102. doi: 10.22054/jem.2017.17317.1445 [persian].

9) Sari, I. P. M., Jatmiko, B., & Suprapto, N. (2023). Students’ Physics Problem-Solving Skills in Daily Life Context: Between Confession and Fact. Jurnal Penelitian Pendidikan IPA, 9(1), 231–241.

10)Alsarayreh, R. S. (2023). The effect of technological skills on developing problem solving skills: The moderating role of academic achievement. International Journal of Instruction, 16(2), 369- 388.

11)Joshi, P., & Sheela, G. (2020). A study of critical thinking ability and achievement in science among secondary school students.

12)Rajkumar, N., & Nachimuthu, K. (2019). Improving Problem Solving Ability in Mathematics of Higher Secondary School Students. Scholarly Journal of Information and Computational Science, 9 (9), 664- 671.
 

13)Samson, P. L. (2015). Fostering student engagement: Creative problem-solving in small group facilitations. Collected essays on learning and teaching, 8, 153-164.     

14)Zhao, Y., Lin, S., Liu, J., Zhang, J., & Yu, Q. (2021). Learning contextual factors, student engagement, and problem-solving skills: A Chinese perspective. Social Behavior and Personality: an international journal, 49(2), 1-18.

15)Kalantari, F; Mirsalari, N. (2022). The relationship between academic involvement and academic self-management with problem-solving skills of female students in the second year of secondary school in Ramhormoz, Journal of New Developments in Psychology, Educational Sciences and Education, 5(51), 576-590 [persian].     

16)Kim, Y., Gaspard, H., Fleischmann, M., Nagengast, B., & Trautwein, U. (2023). What Happens With Comparison Processes When “the Other” is Very Similar? Academic Self-Concept Formation in Twins. Contemporary Educational Psychology, 72, 102138.  

17)Marsh, H. W., & Craven, R. G. (2006). Reciprocal effects of self-concept and performance from a multidimensional perspective: Beyond seductive pleasure and unidimensional perspectives. Perspectives on psychological science, 1(2), 133-163.

18)Arens, A. K., & Niepel, C. (2023). Formation of academic self‐concept and intrinsic value within and across three domains: Extending the reciprocal internal/external frame of reference model. British Journal of Educational Psychology.      

19)Sheykholeslami, A. (2022). The Prediction of Students Academic Buoyancy based on Academic Support and Academic Self-Concept. Journal of Research in Educational Systems, 16(57), 51-61. [persian].              

20)Liu, Y., Di, S., Zhang, Y., & Ma, C. (2023). Self-Concept Clarity and Learning Engagement: The Sequence-Mediating Role of the Sense of Life Meaning and Future Orientation. International Journal of Environmental Research and Public Health, 20(6), 4808.       

21)Malekian, N., & pali, S. (2022). The relationship between goal orientation and academic self-concept with enthusiasm for school with the mediating role of students' academic persistence. Management and Educational Perspective, 4(1), 53-71. doi: 10.22034/jmep.2022.316798.1085 [persian].

22)Azizian kohan, N., Dehghani, M., & Momenifar, F. (2021). The Impact of Academic Self-Concept on Academic Enthusiasm with Mediator Role of Sports Participation Motivation Among Student. Journal of School Psychology, 10(1), 116-131. doi: 10.22098/jsp.2021.1132 [persian].

23)Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. (2005). School engagement. In K.A. Moore & L. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development. New York, NY: Springer Science and Business Media. 133-146.

        24)azizi, B. (2019). Intermediation role of academic passion in the relationship between goal orientation and academic self- efficacy. Journal of New Approaches in Educational Administration, 10(39), 315-336.

25)Heppner, P. P., & Petersen, C. H. (1982). The development and implications of a personal problem-solving inventory. Journal of Counseling Psychology, 29(1), 66-75.

26)Rastgo, A., Naderi, E., Shariatmadari, A., & Sifnaraghi, M. (2009). The Impact of Internet Information Literacy Training on University Student’s Problem Solving Skills. Journal of New Approaches in Educational Administration, 1(4), 1-22.         

27)Chen, Y. H., & Thompson, M. S. (2004). Confirmatory Factor Analysis of a School Self-Concept Inventory. Online Submission.

28)Afsharizadeh, S., Kareshki, H., & Naserian, H. (2013). Psychometric Properties of School Self-concept in Primary Students of Tehran. Psychological Models and Methods, 3(11), 53-66.

29)Marashian, F., & Khorami, N. S. (2012). The Effect of Early Morning on Academic Self-concept and Loneliness Foster Home Children in Ahvaz City. Procedia -Social and Behavioral Sciences, 46, 316-319. 

31)Dermitzaki, I., Leondari, A., & Goudas, M. (2009). Relations between young students' strategic behaviours, domain-specific self-concept, and performance in a problem-solving situation. Learning and instruction, 19(2), 144-157.               

32)Babazadeh, Z., Mojaver, S., & Fati, K. (2021). Investigating the effect of problem-solving training on students' self-concept, self-esteem and self-regulation with learning disabilities. Journal of Learning Disabilities, 11(1), 6-19. doi: 10.22098/jld.2021.7340.1786[persian].

33)Johnson, M. L., and Sinatra, G. M. (2013). Use of task-value instructional inductions for facilitating engagement and conceptual change. Contemp. Educ. Psychol. 38, 51–63. doi: 10.1016/j.cedpsych.2012.09.003              

34)Wang, M.-T., and Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child Dev. 85, 722–737. doi: 10.1111/cdev.12138