پيش بيني باورهاي اساسي بر اساس شايستگي تحصيلي با ميانجيگري هيجان هاي تحصيلي

The effect of core beliefs on academic competence mediated by academic excitement

ﻫﺪف اﯾﻦ ﭘﮋوﻫﺶ ﭘﯿﺶ ﺑﯿﻨﯽ ﺑﺎورﻫﺎي اﺳﺎﺳﯽ ﺑﺮ اﺳـﺎس ﺷﺎﯾﺴـﺘﮕﯽ ﺗﺤﺼـﯿﻠﯽ ﺑـﺎ ﻣﯿـﺎﻧﺠﯿﮕﺮي ﻫﯿﺠﺎنﻫﺎي ﺗﺤﺼﯿﻠﯽ در داﻧﺶ آﻣﻮزان ﮐﻤّﯽ ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﭘﮋوﻫﺶ، ﮐﻠﯿﻪ داﻧﺶ آﻣﻮزان ﭘﺴـﺮ دوره دوم ﻣﺘﻮﺳﻄﻪ ﻣﺪارس دوﻟﺘﯽ ﺷﻬﺮ ﺗﻬﺮان در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1396 ﺑﻮدﻧﺪ ﮐـﻪ ﺷـﻬﺮ ﺗﻬـﺮان ﺑـﻮد. روش ﭘﮋوﻫﺶ ﺑﺮ ﺣﺴﺐ ﻫﺪف، ﮐﺎرﺑﺮدي، ﺑﺮ ﺣﺴﺐ روش ﮔﺮدآوري دادهﻫﺎ ﺗﻮﺻﯿﻔﯽ-ﻫﻤﺒﺴﺘﮕﯽ و از ﻧﻈﺮ ﻧﻮع داده ﺑﺎ اﺳﺘﻔﺎده از روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي ﭼﻨﺪﻣﺮﺣﻠﻪاي، ﺗﻌﺪاد 449 ﻧﻔﺮ ﺑـﻪ ﻋﻨـﻮان ﻧﻤﻮﻧـﻪ اﻧﺘﺨﺎب ﺷـﺪﻧﺪ. ﺑـﺮاي ﺳـﻨﺠﺶ ﻣﺘﻐﯿﺮﻫـﺎ از ﭘﺮﺳﺸـﻨﺎﻣﻪﺑﺎورﻫﺎي اﺳﺎﺳـﯽ ﮐـﺎﺗﻠﯿﻦ و اﭘﺴـﺘﺎﯾﻦ )1992(، ﭘﺮﺳﺸﻨﺎﻣﻪ ﺷﺎﯾﺴﺘﮕﯽ ﺗﺤﺼﯿﻠﯽ دﯾﭙﺮﻧﺎ و اﻟﯿﻮت )2000( و ﭘﺮﺳﺸـﻨﺎﻣﻪ ﻫﯿﺠﺎنﻫـﺎي ﺗﺤﺼـﯿﻠﯽ ﭘﮑـﺮان و ﻫﻤﮑﺎران )2005( اﺳﺘﻔﺎده ﺷـﺪ. دادهﻫـﺎ ﺑـﺎ روش ﻣـﺪل ﯾـﺎﺑﯽ ﻣﻌﺎدﻟـﻪﻫﺎي ﺳـﺎﺧﺘﺎري ﺗﺤﻠﯿـﻞ ﺷـﺪﻧﺪ. ﺷﺎﺧﺺﻫﺎي ﺑﺮازش، ﺑﺮازﻧﺪﮔﯽ ﻣﻄﻠﻮب ﻣﺪل ﺑﺎ دادهﻫﺎي ﮔﺮدآوري ﺷﺪه را ﻧﺸﺎن دادﻧﺪ. ﯾﺎﻓﺘـﻪﻫﺎ ﻧﺸـﺎن داد ﺑﺎورﻫﺎي اﺳﺎﺳﯽ ﺑﻪ ﻃﻮر ﻏﯿﺮﻣﺴﺘﻘﯿﻢ ﺑﺮ ﺷﺎﯾﺴﺘﮕﯽ ﺗﺤﺼﯿﻠﯽ و ﻫﯿﺠﺎنﻫـﺎي ﺗﺤﺼـﯿﻠﯽ ﺗـﺎﺛﯿﺮ دارﻧـﺪ. ﺑﻨﺎﺑﺮاﯾﻦ ﺑﺎ ارﺗﻘﺎ ﺷﺎﯾﺴﺘﮕﯽ ﺗﺤﺼﯿﻠﯽ ﻣﯽﺗﻮان ﻣﻮﺟﺒﺎت اﻓﺰاﯾﺶ ﺑﺎورﻫﺎي اﺳﺎﺳﯽ و ﻫﯿﺠﺎنﻫﺎي ﺗﺤﺼﯿﻠﯽ اﻧﺶ آﻣﻮزان را ﻓﺮاﻫﻢ ﻧﻤﻮد.

The purpose of this study was to investigate the effect of basic beliefs on academic competence mediated by academic excitement in Tehran students. The research method was applied in terms of purpose, in terms of descriptive-correlational data collection and also in terms of quantitative data type. The statistical population of the study consisted of all male high school second-grade students in Tehran in the academic year of 1396. Using multistage cluster random sampling, 449 students were selected as the sample size. Kathleen and Epstein's (1992) Critical Beliefs Questionnaire, Diprena and Eliot's (2000) Academic Competency Questionnaire, and Pekran et al. (2005) Academic Excellence Questionnaire were used to measure the variables studied. The data were analyzed by structural equation modeling. The fit indices showed the desired fit of the model with the collected data. The findings showed that the indirect effect of core beliefs on academic competence and academic excitement was influenced (p <0.01). Thus, basic beliefs with the mediating role of academic emotion can affect students' academic competence.