مدل ساختاري عملكرد تحصيلي بر اساس تحليل رفتگي آموزشي و درگيري تحصيلي با ميانجي گري تفكر انتقادي در دانش آموزان مقطع متوسطه استان آذربايجان شرقي

Structural model of academic performance based on educational burnout analysis and academic engagement by mediating critical thinking in high school students in east Azerbaijan province

ﻣﻪ: اﯾﻦ ﭘﮋوﻫﺶ ﺑﻪ ﻣﻨﻈﻮر ﺗﻌﯿﯿﻦ راﺑﻄﻪ ﺗﺤﻠﯿﻞرﻓﺘﮕﯽ آﻣﻮزﺷﯽ و درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ از ﻃﺮﯾﻖ ﻣﺘﻐﯿﺮ ﻣﯿﺎﻧﺠﯽﮔـﺮي )ﺗﻔﮑـﺮ اﻧﺘﻘﺎدي( ﺑﺎ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان ﺻﻮرت ﮔﺮﻓﺖ. روش: ﭘﮋوﻫﺶ ﺣﺎﺿﺮ از ﺣﯿﺚ ﻫﺪف ﮐﺎرﺑﺮدي و ﺑﺮ اﺳـﺎس ﻧﺤـﻮه ﮔـﺮدآوري دادهﻫـﺎ ، ﺗﻮﺻـﯿﻔﯽ از ﻧـﻮع ﻫﻤﺒﺴـﺘﮕﯽ )در ﻗﺎﻟﺐ ﻣﺪل ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري( ﻣﯽﺑﺎﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎري ﻣﻮرد ﺑﺮرﺳﯽ در اﯾﻦ ﻣﻄﺎﻟﻌﻪ ﻋﺒـﺎرت اﺳـﺖ از ﮐﻠﯿـﻪ داﻧـﺶ آﻣـﻮزان ﭘﺴﺮ دوره دوم ﻣﻘﻄﻊ ﻣﺘﻮﺳﻄﻪ ﺷﺎﺧﻪ ﻧﻈﺮي اﺳﺘﺎن آذرﺑﺎﯾﺠﺎنﺷﺮﻗﯽ ﮐﻪ در ﺳﺎلﺗﺤﺼـﯿﻠﯽ 1397-1398 ﻣﺸـﻐﻮل ﺑـﻪ ﺗﺤﺼـﯿﻞ ﺑﻮدﻧﺪ. ﺣﺠﻢ ﻧﻤﻮﻧﻪ آﻣﺎري ﺑﺮآورد ﺷﺪه از ﺟﺎﻣﻌﻪ ﻣﺬﮐﻮر ﻋﺒـﺎرت از 18 ﮐـﻼس ﺑـﻮد )ﻣﻌـﺎدل 382 ﻧﻔﺮ(ﮐـﻪ ﺑـﺎ روش ﻧﻤﻮﻧـﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﺧﻮﺷﻪاي اﻧﺘﺨﺎب ﺷﺪﻧﺪ. ﺑـﺮاي ﮔـﺮدآوري داده ﻫـﺎ از ﭘﺮﺳﺸـ ﻨﺎﻣﻪ ﻓﺮﺳـﻮدﮔﯽ ﺗﺤﺼـﯿﻠﯽ ﺑﺮﺳـﻮ و ﻫﻤﮑـﺎران )1997(، ﭘﺮﺳﺸﻨﺎﻣﻪ درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ زرﻧﮓ )1391( و ﭘﺮﺳﺸﻨﺎﻣﻪ ﺗﻔﮑﺮ اﻧﺘﻘﺎدى رﯾﮑﺘﺲ )2003( اﺳﺘﻔﺎده ﮔﺮدﯾﺪ. ﻧﺘﺎﯾﺞ: ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﻣﺘﻐﯿﺮ درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﻣﯿﺰان اﺛﺮ 0/747 و ﺳﻄﺢ ﻣﻌﻨﯽداري 0/0001، ﺑﺎ ﻣﺘﻐﯿﺮ ﺗﻔﮑﺮ اﻧﺘﻘـﺎدي راﺑﻄـﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﯽداري دارد؛ ﻣﺘﻐﯿﺮ ﺗﺤﻠﯿﻞرﻓﺘﮕﯽ آﻣﻮزﺷﯽ ﺑـﺎ ﻣﯿـﺰان اﺛـﺮ 0/143- و ﺳـﻄﺢ ﻣﻌﻨـﯽ داري 0/002، ﺑـﺎ ﻣﺘﻐﯿـﺮ ﺗﻔﮑـﺮ اﻧﺘﻘﺎدي راﺑﻄﻪ ﻣﻨﻔﯽ و ﻣﻌﻨﯽداري دارد؛ ﻣﺘﻐﯿﺮ ﺗﺤﻠﯿﻞرﻓﺘﮕﯽ آﻣﻮزﺷﯽ ﺑﺎ ﻣﯿﺰان اﺛـﺮ 0/594- و ﺳـﻄﺢ ﻣﻌﻨـﯽ داري 0/0001، ﺑـﺎ ﻣﺘﻐﯿﺮ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان راﺑﻄﻪ ﻣﻨﻔـﯽ و ﻣﻌﻨـﯽ داري دارد؛ ﻣﺘﻐﯿـﺮ ﺗﻔﮑـﺮ اﻧﺘﻘـﺎدي ﺑـﺎ ﻣﯿـﺰان اﺛـﺮ 0/253 و ﺳـﻄﺢ ﻣﻌﻨﯽداري 0/0001، ﺑﺎ ﻣﺘﻐﯿﺮ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان راﺑﻄـﻪ ﻣﺜﺒـﺖ و ﻣﻌﻨـﯽ داري دارد و ﻣﺘﻐﯿـﺮ درﮔﯿـﺮي ﺗﺤﺼـﯿﻠﯽ ﺑﺎ ﻣﯿﺰان اﺛﺮ 0/319 و ﺳﻄﺢ ﻣﻌﻨﯽداري 0/0001، ﺑﺎ ﻣﺘﻐﯿﺮ ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧـﺶ آﻣـﻮزان راﺑﻄـﻪ ﻣﺜﺒـﺖ و ﻣﻌﻨـﯽ داري دارد. ﻣﺘﻐﯿﺮﻫﺎي درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ، ﺗﻔﮑـﺮ اﻧﺘﻘـﺎدي و ﺗﺤﻠﯿـﻞ رﻓﺘﮕـﯽ آﻣﻮزﺷـﯽ ﺑـﻪ ﺗﺮﺗﯿـﺐ داراي ﺑﯿﺸـﺘﺮﯾﻦ اﻫﻤﯿـﺖ ﺑـﺮاي ﺑﻬﺒـﻮد ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣﻮزان اﺳﺖ. ﺑﺤﺚ و ﻧﺘﯿﺠﻪﮔﯿﺮي: ﺑﺮاي ارﺗﻘﺎء و ﺑﻬﺒﻮد ﻋﻤﻠﮑﺮد ﺗﺤﺼﯿﻠﯽ ﺑﺎﯾﺪ ﻣﯿﺰان درﮔﯿﺮي ﺗﺤﺼﯿﻠﯽ داﻧﺶآﻣـﻮزان را اﻓـﺰاﯾﺶ داد و ﺑـﺎ ﺑﺮﻧﺎﻣﻪرﯾﺰي و ﮐﺎرﺑﺴﺖ راهﮐﺎرﻫﺎي اﺳﺎﺳﯽ از ﺗﺤﻠﯿـﻞ رﻓﺘﮕـﯽ ﺗﺤﺼـﯿﻠﯽ داﻧـﺶ آﻣـﻮزان ﺟﻠـﻮﮔﯿﺮي و ﺗﻔﮑـﺮ اﻧﺘﻘـﺎدي را در داﻧﺶآﻣﻮزان اﯾﺠﺎد و ﻧﻬﺎدﯾﻨﻪ ﮐﺮد.

Introduction: This study was conducted to determine the relationship between educational burnout and academic engagement through mediating critical thinking variable with students' educational performance. Methodology: The present study is applied in terms of purpose. it is a description of the type of correlation (in the form of a structural equation model) The statistical population studied in this study includes all male students of the secondary education of high school in the East Azerbaijan province during the academic year 2018-2019. The estimated statistical sample size of the population was 18 classes (equivalent to 382 people) who were selected by cluster random sampling. Data were collected using the academic burnout (Bresó et al, 1977), academic engagement (Zarang, 2010), and Critical Thinking (Ricketts, 2003) questionnaires. Results: The results showed that there is a significant relationship between educational engagement and critical thinking (p:0/0001; B:0/747); educational burnout and critical thinking (p:0/0001; B: -0/114); educational burnout and educational performance (p:0/0001; beta: -0/594); Critical thinking and educational performance (p:0/0001; B: 0/225); and the educational engagement and academic performance (p:0/0001; B: 0/319). The variables of educational engagement, critical thinking, and educational burnout were the most important factors in improving students' academic performance, respectively. Conclusion: Therefore, in order to improve academic performance, students' educational engagement should be increased, and by planning and applying basic strategies to prevent students' academic burnout.