تعيين نقش ميانجي انگيزش تحصيلي در رابطه بين باورهاي هوشي و تاب آوري تحصيلي در ميان دانش آموزان دختر متوسطه بجنورد

Determining the mediating role of academic motivation in the relationship between intelligence beliefs and academic resilience among female high school students in Bojnourd

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎﻫﺪف ﺗﻌﯿﯿﻦ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ در راﺑﻄﻪ ﺑﯿﻦ ﺑﺎورﻫﺎي ﻫﻮﺷـﯽ و ﺗـﺎب آوري ﺗﺤﺼﯿﻠﯽ اﻧﺠﺎم ﮔﺮﻓﺖ. اﯾﻦ ﭘﮋوﻫﺶ از ﻧﻮع ﭘﮋوﻫﺶﻫﺎي ﭘﯿﻤﺎﯾﺸﯽ ﺑﺎ ﻣﻄﺎﻟﻌﻪ ﻫﻤﺒﺴﺘﮕﯽ )ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري( ﺑﻮد. ﻧﻤﻮﻧﻪ ﻣﻮرد ﻣﻄﺎﻟﻌﻪ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺷﺎﻣﻞ 255 ﻧﻔﺮ از داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﺘﻮﺳﻄﻪ ﺷﻬﺮ ﺑﺠﻨﻮرد در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1395-1396 ﺑﻮد. ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺑﺮ اﺳﺎس ﺗﻌﺪاد ﻣﺘﻐﯿﺮﻫﺎي ﭘﮋوﻫﺶ ﺑﻮد و ﺗﻮﺟﻪ ﺑﻪ اﯾﻨﮑﻪ ﺗﻌﺪاد ﻣﺘﻐﯿﺮﻫـﺎي ﭘـﯿﺶ ﺑﯿﻦ 17 ﻣﺘﻐﯿﺮ ﺑﻮد، ﻟﺬا ﺑﺎ ﺿﺮب ﻣﺘﻐﯿﺮﻫﺎي ﭘﯿﺶ ﺑﯿﻦ در 15 ﺗﻌﺪاد ﻧﻤﻮﻧﻪ ﭘﮋوﻫﺶ ﺣﺎﺿﺮ 255 ﻧﻔﺮ ﺑﻪ دﺳﺖ آﻣﺪ ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮي ﺧﻮﺷﻪاي ﭼﻨﺪﻣﺮﺣﻠﻪاي, اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﻋﻀﺎي ﻧﻤﻮﻧﻪ ﭘﺮﺳﺸﻨﺎﻣﻪﻫﺎي ﺗـﺎب آوري ﺗﺤﺼـﯿﻠﯽ ﺳﺎﻣﻮﺗﻠﺰ )2004(, اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ ﻫﺎرﺗﺮ )1981( و ﺑﺎورﻫـﺎي ﻫﻮﺷـﯽ ﻋﺒـﺪاﻟﻔﺘﺎح و ﯾﯿـﺘﺲ )2006( را ﺗﮑﻤﯿـﻞ ﻧﻤﻮدﻧﺪ. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ دادهﻫﺎي ﭘﮋوﻫﺶ ﺑﺎ اﺳﺘﻔﺎده از ﻧـﺮم اﻓـﺰار 21-SPSS وAMOS-21 و روش ﻣـﺪل ﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري اﻧﺠﺎم ﮔﺮﻓﺖ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﺑﯿﻦ اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ, ﺑﺎورﻫـﺎي ﻫﻮﺷـﯽ و ﺗـﺎب آوري ﺗﺤﺼﯿﻠﯽ رواﺑﻂ ﻣﻌﻨﺎداري وﺟﻮد دارد )0/01˂P(؛ اﻣﺎ اﻧﮕﯿﺰه ﺗﺤﺼﯿﻠﯽ ﻧﻘـﺶ ﻣﯿـﺎﻧﺠﯽ ﻣﻌﻨـﺎداري ﺑـﯿﻦ ﺑﺎورﻫـﺎي ﻫﻮﺷﯽ و ﺗﺎب آوري ﺗﺤﺼﯿﻠﯽ اﯾﻔﺎ ﻧﻤﯽ ﮐﻨﺪ )0/05>P(. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﺘﺎﯾﺞ ﺣﺎﺻﻠﻪ ﻣﯽﺗﻮان ﮔﻔﺖ ﺑﺎورﻫﺎي ﻫﻮﺷـﯽ وو اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ از اﻫﻤﯿﺖ ﺑﺎﻻﯾﯽ در ﺷﮑﻞ ﮔﯿﺮي ﺗﺎب آوري ﺗﺤﺼﯿﻠﯽ ﺑﺮﺧﻮردارﻧﺪ اﻣﺎ اﻧﮕﯿﺰش ﺗﺤﺼﯿﻠﯽ ﺑﻪ ﺗﻨﻬﺎﯾﯽ ﻗﺎدر ﺑﻪ اﯾﻔﺎي ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﮔﺮاﻧﻪ ﺑﯿﻦ ﺑﺎورﻫﺎي ﻫﻮﺷﯽ و ﺗﺎب آوري ﺗﺤﺼﯿﻠﯽ ﻧﻤﯽ ﺑﺎﺷﺪ و ﻻزم اﺳﺖ ﺗـﺎ ر اﯾﻦ ﺧﺼﻮص ﺗﺄﺛﯿﺮ ﺳﺎﯾﺮ ﻣﺘﻐﯿﺮﻫﺎي ﻣﺪاﺧﻠﻪ ﮔﺮ رواﻧﯽ و زﻣﯿﻨﻪ اي ﻣﻮرد ﺑﺮرﺳﯽ ﻗﺮار ﮔﯿﺮد

This study aimed to determine the mediating role of academic motivation in the relationship between IQ and academic resilience. This research was a survey research with correlation study (structural equations). The sample consisted of 350 high school female students in Bojnourd in the academic year of 2015-2016 who were selected by multistage cluster sampling. Sample members completed the Samutelz Resilience Questionnaire (2004), Harter Academic Motivation Questionnaire (1981), and Abdul Fattah and Yates (2006) Intelligence Beliefs. Data analysis was performed using SPSS-21 and AMOS-21 software and structural equation modeling method. The results showed that there was a significant relationship between academic motivation, IQ and academic resilience (P˂0.01), but academic motivation did not play a significant mediating role between IQ and academic resilience (P <0.05). According to the results, it can be said that IU beliefs and academic motivation are very important in the formation of academic resilience, but academic motivation alone can play a mediating role between IQ beliefs and academic resilience and it is necessary to influence others. Psychological and contextual variables to be examined.