بررسي رابطه علي بين سرمايه روانشناختي و مشغوليت تحصيلي باميانجيگري انگيزه پيشرفت دانش آموزان دخترپايه دوم متوسطه

Investigation of the causal relationship between psychological capital and academic engagement with Mediating role of achievement motivation in first grade Female High School Students

پژوهش حاضر به منظور بررسي رابطه علي بين سرمايه روان شناختي و مشغوليت تحصيلي با ميانجيگري انگيزه پيشرفت دانش آموزان دخترپايه دوم متوسطه انجام شد. پژوهش حاضر از نوع همبستگي مي باشد. جامعه آماري پژوهش راكليه دانش آموزان دخترپايه دوم متوسطه شهرستان اهواز در سال تحصيلي 97-96 تشكيل داده بودكه ازميان آنان 150 نفر به شيوه نمونه گيري تصادفي ساده انتخاب شدند. ابزارهاي پژوهش شامل پرسشنامه سرمايه روان شناختي لوتانز و همكاران، پرسشنامه انگيزه پيشرفت هرمنس و پرسشنامه مشغوليت تحصيلي تينيو بودند. داده ها بااستفاده ازروش مدل يابي معادله ساختاري تحليل شدند. نتايج نشان داد كه سرمايه روانشناختي بر انگيزه پيشرفت و مشغوليت تحصيلي و همچنين، انگيزه پيشرفت بر مشغوليت تحصيلي داراي تأثيرمثبت معنادار هستند. همچنين، سرمايه روان شناختي بر مشغوليت تحصيلي بطورغيرمستقيم از طريق انگيزه پيشرفت تأثير مثبت معنادار دارد. درمجموع نتايج اين پژوهش نشان داد كه سرمايه روان شناختي بطورمستقيم و غيرمستقيم برمشغوليت تحصيلي تأثير مثبت معنادار دارد.

The present research investigates the causal relationship between psychological capital and academic engagement by mediating the motivation of the achievement of female students studying in the first grade of high school. The statistical population of research includes all female students studying in the first grade of high school in Bojnourd that they are studying in the academic year of 2014- 15 . Among whom 150 were selected by cluster random sampling. The used instruments include the questionnaire of psychological capital, the questionnaire of Hermann's motivation of development and the questionnaire of Tinio's academic engagement. The type of present research is correlation and it was carried out using structural equation modeling (SEM).The results of structural equation modeling showed that psychological capital has a significant positive effect on the motivation of progress and academic engagement; also, the motivation for progress on academic engagement in a series of chain relationships has a significant positive effect. Also, the results showed that psychological capital had a significant positive effect on academic engagement indirectly through the motivation of progress. Overall, the results of this study showed that psychological capital had a significant positive effect on academic engagement directly and indirectly.