بررسي رابطه بين ويژگي هاي استاد مطلوب و درگيري تحصيلي با ميانجي گري سرزندگي تحصيلي دانشجويان تحصيلات تكميلي

Investigating the Relationship between Characteristics of a Good Teacher and Academic Engagement with Mediation of Academic Buoyancy of Graduate Students

يكي از شاخص هاي مهم كيفيت آموزش، درگيري تحصيلي دانشجويان مي باشد كه مي تواند تحت تاثير سرزندگي تحصيلي دانشجويان و ويژگي هاي استاد مطلوب قرار بگيرد. هدف مطالعه حاضر بررسي رابطه بين ويژگي هاي استاد مطلوب و درگيري تحصيلي با ميانجي گري سرزندگي تحصيلي دانشجويان تحصيلات تكميلي دانشگاه سيستان و بلوچستان بود. روش بررسي اين مطالعه از نظر هدف كاربردي و از نظر روش پژوهشي همبستگي مبتني بر مدل معادلات ساختاري است. به شيوه نمونه گيري تصادفي-طبقه اي و بر اساس فرمول نمونه گيري كوكران تعداد 341 دانشجوي تحصيلات تكميلي از طريق سه پرسشنامه ي ويژگي هاي استاد مطلوب، درگيري تحصيلي و سرزندگي تحصيلي مورد مطالعه قرار گرفتند. براي تجزيه و تحليل داده ها از ضريب همبستگي، مدل معادلات ساختاري با كمك نرم افزارهاي spss16 و ليزرل استفاده شد. يافته ها مقدار ضريب همبستگي ويژگي هاي استاد مطلوب با درگيري تحصيلي (001/0, p<566/or=)، ويژگي هاي استاد مطلوب با سرزندگي تحصيلي (001/0, p<328/or=)، سرزندگي تحصيلي با درگيري تحصيلي (001/0, p<486/or=) معني دار بود. اثر مستقيم ويژگي هاي استاد مطلوب بر درگيري تحصيلي (02/8, t=98/0β=)، اثر مستقيم ويژگي هاي استاد مطلوب بر سرزندگي تحصيلي (23/4, t=45/0β=) و اثر مستقيم سرزندگي تحصيلي با درگيري تحصيلي (43/4 , t=35/0β=) معني دار بود. اثر غيرمستقيم ويژگي هاي استاد مطلوب بر درگيري تحصيلي با نقش ميانجي سرزندگي تحصيلي (157/0β=) نيز معني دار بود. نتيجه گيري اساتيد دانشگاه مي توانند با به كارگيري شاخص هاي فرهنگي-تربيتي، آموزشي، پژوهشي و خدماتي-اجرايي، سرزندگي تحصيلي و درگيري تحصيلي دانشجويان را ارتقا ببخشند.

One of the major education quality indicators is students’ academic engagement, which could be influenced by students' academic buoyancy and effective teacher features. The present study aimed to investigate the relationship between effective teacher features and academic engagement mediated by academic buoyancy of post-graduate students at Sistan and Baluchestan University. Materials and Methods This research is applied in terms of objective and a structural equation-based correlational study in terms of research method. Using stratified random sampling method and according to Cochran’s sampling formula, 341 postgraduate students were included in the study and filled in three questionnaires of effective teacher features, academic engagement, and academic buoyancy. Correlation coefficient of the structural equation model was used to analyze the data. SPSS software version 16 and LISREL software were used to run the analyses. Results There were significant correlation coefficients between the effective teacher features and academic engagement (r = 0.56, p <0.001), effective teacher features and academic buoyancy (r = .328 p <0.001), academic buoyancy and academic engagement (r=0.486, p <001). The direct effects of the effective teacher features on academic engagement (t =8.02, β = 0.98), effective teacher features on academic buoyancy (t =4.23, β =0.45) and academic buoyancy on academic engagement (t =4.43, β = 0.45) were significant. The indirect effect of the effective teacher features on academic engagement with regard to the mediating role of academic buoyancy (β = 0.157) was also significant. Conclusion University professors can enhance the academic buoyancy and academic engagement of their students through employing cultural-educational, training, research and service-executive indicators.