بررسي روابط ساختاري ادراك از جو مدرسه و اهداف پيشرفت با خودكارآمدي تحصيلي

Investigating the structural relationships between perceptions of school climate and achievement goals with academic self-efficacy

هدف پژوهش حاضر بررسي روابط ساختاري ادراك از جو مدرسه و اهداف پيشرفت با خودكارآمدي تحصيلي بود. در اين پژوهش توصيفي(الگويابي علّي) دانش‌آموزان سال اول دبيرستان شهر اروميه جامعه‌ي آماري را تشكيل دادند. روش نمونه گيري تصادفي چند مرحله اي بود كه با اين روش380 نفر انتخاب و به پرسش‌نامه هاي خودكارآمدي تحصيلي، ادراك از جو مدرسه و اهداف پيشرفت پاسخ دادند. داده ها با روش معادلات ساختاري تحليل شد. نتايج حاكي از اين بود كه الگوي خودكارآمدي تحصيلي در جامعه پژوهش معتبر است(027/0RMSEA=). مسير مستقيم اهداف تبحري بر خودكارآمدي تحصيلي مثبت و معنا دار و اهداف عملكرد- اجتناب بر خودكارآمدي تحصيلي منفي و معنا دار بود. همچنين، مسيرهاي مستقيم حمايت معلم، حمايت همسالان و ثبات قوانين بر اهداف تبحري، عملكرد -رويكرد و عملكرد– اجتناب مثبت و معنا دار بودند. در نتيجه با افزايش حمايت هاي محيطي در مدرسه و گرايش دانش‌آموزان به اهداف تبحري مي توان خودكارآمدي تحصيلي را افزايش داد.

The aim of the present research was to study structural relationships between the perception of the school’s environment, and achievement goals with academic self-efficiency. In this descriptive research (reason patterning), first year high school students of Urmia city formed the statistical society. Method of sampling was multi-stage random procedure that 380 people were selected through this method, and then answered the questionnaires of the academic self-efficiency, the perception of school’s environment, and the achievement goals. Data was analyzed through the structural equations method. Results indicated that the academic self-efficiency model is valid in research society. Direct route of the goals of the mastery towards the academic self-efficiency was positive and significant, and the goals of function-avoidance towards the academic self-efficiency was negative qnd significant. In addition, direct routes of teacher support, peer support, and stability of rules towards the goals of mastery, function - approach, and function-avoidance were positive and significant. Therefore, we can increase the academic self-efficiency by increasing the environmental supports in school, and tendency of the students towards the mastery goals.