ﻣﺪل ﺳﺎزي ﺳﺎﺧﺘﺎري راﺑﻄﻪ ﺑﯿﻦ روﯾﮑﺮدﻫﺎي ﺗﺪرﯾﺲ و اﻫﺪاف ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ: ﺗﺒﯿﯿﻦ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﺧﻮش ﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان

The Structural Modeling of the Relationship between Teaching Approaches and Academic Achievement Goals: Explaining the Mediating Role of Students' Academic Optimismtle

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ ﻣﺪ ﻟﺴﺎزي ﺳﺎﺧﺘﺎري راﺑﻄﻪ ﺑﯿﻦ روﯾﮑﺮدﻫﺎي ﺗﺪرﯾﺲ و اﻫﺪاف ﭘﯿﺸﺮﻓﺖ ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﺧﻮش ﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ داﻧﺶ آﻣﻮزان اﻧﺠﺎم ﮔﺮﻓﺖ. اﯾﻦ ﭘﮋوﻫﺶ ﮐﺎرﺑﺮدي و روش ﺗﻮﺻﯿﻔﯽ ﻫﻤﺒﺴﺘﮕﯽ از ﻧﻮع ﺗﺤﻠﯿﻞ ﻣﺴﯿﺮ ﻣﯽ ﺑﺎﺷﺪ. ﺟﺎﻣﻌﻪ آﻣﺎر ي ﮐﻠﯿﻪ داﻧﺶ آﻣﻮزان دﺧﺘﺮ دوره ﻣﺘﻮﺳﻄﻪ دوم ﺷﻬﺮﺳﺘﺎن ﻧﮑﺎ ﺑﻪ ﺗﻌﺪاد 2000 ﻧﻔﺮ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1400 - 1399 ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ ﺑﻮدﻧﺪ. ﺣﺠﻢ ﻧﻤﻮﻧﻪ ﺑﺮﺣﺴﺐ ﺟﺪول ﮐﺮﺟﺴﯽ و وﻣﻮرﮔﺎن 317 ﻧﻔﺮ از داﻧﺶ آﻣﻮزان ﺑﺎ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼﺎدﻓﯽ ﻃﺒﻘﻪ اي ﺑﺮ اﺳﺎس ﭘﺎﯾﻪ ﺗﺤﺼﯿﻠﯽ اﻧﺘﺨﺎب ﺷﺪﻧﺪ. اﺑﺰار ﮔﺮدآوري داده ﻫﺎ ﺷﺎﻣﻞ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي اﺳﺘﺎﻧﺪارد روﯾﮑﺮدﻫﺎي ﺗﺪرﯾﺲ ﻣﻌﻠﻤﺎن ﮐﺪﯾﻮر، اﻫﺪاف ﭘﯿﺸﺮﻓﺖ ﻣﯿﮕﻠﯽ و ﺧﻮش ﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ ﺗﻮﺳﻂ ﻗﺎﺳﻤﯽ ﺑﻮد. رواﯾﯽ ﺻﻮري ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﺳﺘﺎﻧﺪارد ﺑﻮدن، ﺗﻮﺳﻂ اﺳﺘﺎد راﻫﻨﻤﺎ و اﺳﺘﺎد ﻣﺸﺎور ﻣﻮرد ﺗﺄﯾﯿﺪ واﻗﻊ ﺷﺪ. ﭘﺎﯾﺎﯾﯽ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎ از ﻃﺮﯾﻖ ﺿﺮﯾﺐ آﻟﻔﺎي ﮐﺮوﻧﺒﺎخ ﺑﺮاي روﯾﮑﺮدﻫﺎي ﺗﺪرﯾﺲ ﮐﺪﯾﻮر )1399( 89 %، اﻫﺪاف ﭘﯿﺸﺮﻓﺖ ﻣﯿﮕﻠﯽ)81(2000 % وﺧﻮش ﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ ﻗﺎﺳﻤﯽ) 86 (1397 % ﺑﻪ دﺳﺖ آﻣﺪ. ﺑﺮاي ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﺗﻮﺳﻂ روش آﻣﺎر ﺗﻮﺻﯿﻔﯽ)ﺟﺪاول ﻓﺮاواﻧﯽ، ﻣﯿﺎﻧﮕﯿﻦ و اﻧﺤﺮاف اﺳﺘﺎﻧﺪارد(و آﻣﺎراﺳﺘﻨﺒﺎﻃﯽ ﺿﺮﯾﺐ ﻫﻤﺒﺴﺘﮕﯽ ﭘﯿﺮﺳﻮن و ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎري SEMﺗﻮﺳﻂ ﻧﺮم اﻓﺰار 22SPSS( و Smart PLS ( اﺳﺘﻔﺎده ﺷﺪه اﺳﺖ. ﺗﺠﺰﯾﻪ و ﺗﺤﻠﯿﻞ داده ﻫﺎ ﻧﺸﺎن داد ﺑﯿﻦ ﻣﺆﻟﻔﻪ ﻫﺎي روﯾﮑﺮدﻫﺎي ﺗﺪرﯾﺲ ﺑﺎ اﻫﺪاف ﭘﯿﺸﺮﻓﺖ در داﻧﺶ آﻣﻮزان راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري وﺟﻮد دارد. ﺑﯿﻦ ﻣﺆﻟﻔﻪ ﻫﺎي روﯾﮑﺮدﻫﺎي ﺗﺪرﯾﺲ ﺑﺎ ﺧﻮش ﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ در داﻧﺶ آﻣﻮزان راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري وﺟﻮد دارد. ﺑﯿﻦ ﻣﺆﻟﻔﻪ ﻫﺎي ﺧﻮش ﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ ﺑﺎ اﻫﺪاف ﭘﯿﺸﺮﻓﺖ در داﻧﺶ آﻣﻮزان راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري وﺟﻮد دارد و ﻫﻤﭽﻨﯿﻦ دﯾﮕﺮ ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﺑﯿﻦ روﯾﮑﺮدﻫﺎي ﺗﺪرﯾﺲ و اﻫﺪاف ﭘﯿﺸﺮﻓﺖ ﺑﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﺧﻮش ﺑﯿﻨﯽ ﺗﺤﺼﯿﻠﯽ در داﻧﺶ آﻣﻮزان راﺑﻄﻪ ﻣﺜﺒﺖ و ﻣﻌﻨﺎداري وﺟﻮد دارد.

The aim of this study was to investigate the structural modeling of the relationship between teaching approaches and goals of academic achievement with the mediating role of students' academic optimism. This is an applied research and descriptive correlation method of path analysis. The statistical population of all female high school students in Neka city was 2000 students in the academic year 2021-2022 They were studying. Sample size According to Krejcie and Morgan table, 317 students were selected by stratified random sampling method based on educational background. Data collection tools include standard questionnaires Kadivar teachers' teaching approaches, Migli's achievement goals and academic optimism by Ghasemi. The supervisor and the consultant due to their standardization approved the face validity of the questionnaires. The reliability of the questionnaires was obtained through Cronbach's alpha coefficient for Kadivar (1399) teaching approaches 89%, Migli (2000) achievement goals (81) and Ghasemi (1397) 86% academic optimism. Data were analyzed using descriptive statistics (frequency tables, mean and standard deviation) and inferential statistics (Pearson correlation coefficient and SEM structural equations by SPSS22 software) and Smart PLS). Data analysis showed that there is a positive and significant relationship between the components of teaching approaches and achievement goals in students. There is a positive and significant relationship between the components of teaching approaches and academic optimism in students. There is a positive and significant relationship between the components of academic optimism with achievement goals in students and also other research findings showed that there is a positive and significant relationship between teaching approaches and achievement goals with the mediating role of academic optimism in students.