تدوین مدل ساختاری متغیرهای تحصیلی دانش آموزان استعداد های درخشان

نویسندگان

1 دانشکده علوم تربیتی و روانشناسی، واحد خوراسگان

2 دانشگاه آزاد اسلامی واحدخوراسگان اصفهان

چکیده

پژوهش حاضر با هدف تدوین مدل ساختاری متغیرهای پیشرفت تحصیلی دانش آموزان پرورش استعدادهای درخشان مدارس شهر اسفراین انجام شد. برای انتخاب نمونه از روش تصادفی طبقه ای استفاده شد که در مجموع 305 نفر انتخاب شدند. با توجه به تحقیقات گذشته چهارده متغیر شناسایی شدند که در پیشرفت تحصیلی این دانش آموزان تأثیر گذارند. پرسشنامه های تاب آوری، خودکارآمدی، انگیزه پیشرفت، امید تحصیلی، عزت نفس، اعتماد به نفس، خودتنظیمی تحصیلی، هوش هیجانی، شادکامی، اشتیاق تحصیلی، نگرش تحصیلی، سرزندگی تحصیلی و حمایت تحصیلی به عنوان ابزار سنجش مورد استفاده قرار گرفتند. نمره حاصل از پرسشنامه عملکرد تحصیلی به عنوان شاخصی از پیشرفت تحصیلی مورد توجه قرار گرفت. یافته های تحقیق حاکی از آن است که متغیرهای خودکارآمدی، تاب آوری، انگیزه پیشرفت و عزت نفس نقش واسطه ای با عملکرد تحصیلی دارند و متغیر عملکرد تحصیلی بر روی اعتماد به نفس و اعتماد به نفس بر روی خود کار امدی و خودکار امدی مجددا بر روی عملکرد تحصیلی تأثیر می گذارد.

کلیدواژه‌ها


عنوان مقاله [English]

Development of Structural Model of Academic Variables of Students of Brilliant Talent Schools

نویسندگان [English]

  • Heshmatollah GhahremanLoo 1
  • Seyyed Hamid Atashpour
  • Mozhgan Arefi 2
1 Ph.D student in Educational Psychology, Faculty of Educational Sciences and Psychology, Khorasgan Branch of Isfahan, Isfahan, Iran.
2 Faculty Member, Islamic Azad University, Isfahan Khorasgan Branch of, Isfahan, Iran.
چکیده [English]

The present study aimed to develop a structural model of academic achievement variables of Brilliant Talent students of Esfarayen city. In order to select the sample, randomized stratified sampling method was used. A total of 305 people were selected. According to the previous research, fourteen variables were identified which are influential in academic achievement of these students. Questionnaires of resilience, self-efficacy, progress motivation, academic hope, self-esteem, self-confidence, academic self-regulation, emotional intelligence, happiness, academic enthusiasm, academic attitude, academic vitality, and academic support were used as measurement tools. The score obtained from academic performance questionnaire was considered as an indicator of academic achievement. The research findings indicate that the variables of self-efficacy, resiliency, progress motivation, and self-esteem have a mediating role in academic performance; and the variable of academic performance affects self-confidence and self-confidence affects self-efficacy and self-efficacy again affects academic performance.

کلیدواژه‌ها [English]

  • Academic performance
  • Brilliant Talent
  • academic achievement
1-Ebrahimzadeh Yazdani, Mirhashem 2002, Examining the relationship between self-esteem and academic achievement of adolescents in the city of Karaj, MA thesis, Azad University.
     
2-Biabangard, I 1992, The relationship between self-esteem and academic achievement in third year of high school male students of Tehran, MA thesis.
     
3-Parsa, M 1997, Motivation and excitement, Tehran, Sokhan Publishing.
     
4-George, A, Ferguson, Yoshio Takaneh 2001, Statistical analysis in psychology and academic sciences, translators: Delavar, Ali, Naghsbandi, Siamak; Tehran, Arasbaran publication.
     
5-Khodabandeh, S, Dortaj, F, Asadzadeh, H, etal 2014, The role of learning styles in explaining the motivation for progress and academic performance of male students, Article 4, Vol.2, No. 3, Pp. 39-51
     
6-Kharazi, K 2008, Examining the relationship between the goals of progress, self-efficacy and metacognitive strategies, Journal of psychology and academic sciences of University of Tehran, Vol.38, No.3, Pp. 69-87.
     
7-Dortaj, F 2004, Examining the impact of process and probability mental simulation in improving academic performance of university students, building and standardizing academic performance test, PhD Thesis, Tehran, Allameh Tabatabaei University, Faculty of Education and Psychology
     
8-Delavar, A 1998. Research method in psychology and academic sciences, Tehran, Virayesh publishing.
     
9-Rahmani, Kh 2001, Examining the relationship between motivational beliefs and self-regulatory strategies and academic achievement in the lessons of history and math among blind and normal school students in Shiraz, MA thesis.
     
10-Rahimi, Z 2001. Examining the relationship between religiousness and self-esteem in students in Sabzevar, MA thesis of Islamic Azad University.
     
11-Zahrakar, K 2007. Examining the relationship between emotional intelligence and academic performance of Islamic Azad University students in Eslamshahr, Journal of Applied Psychology, Vol.2, No.5, Pp.89-98.
     
12-Saeedi, Z 2012, Examining the relationship between quality of life, lifestyle, academic performance and academic achievement in students of medical sciences in University of Isfahan, Ministry of Science, Research and Technology, Allameh Tabatabae University, Faculty of Psychology and Academic Sciences.
     
13-Clineca, C. L 1999, A complete set of life skills; translated by Shahram Mohammadkhani (2011), 14th version, Tehran, Specialized Media Publication.
     
14-Agaibi, C.E, Wilson, J. P 2005. Trauma, PTSD, and resilience: Areview of the literature.Trauma, Violence, & Abuse, Vol.5, No.3, Pp.195-216.
     
15-Alvord, M.K, Grados, J.J 2005. Enhancing resilience in children: A proactive approach. Professional Psychology: Research and Practice, Vol.36, No.3, Pp.238-245.
     
16-Anderson, M.L, Perlis, D.R, Logic, 2005, self-awareness and self-improvement: The metacognitive loop and the problem of brittleness Journal of Logic and Computation, Vol. 15, No. 1, Pp. 21-40.
     
17-Averill, J.R, Gutbezahl-Jennifer 1983. “Individual differences in emotional creativity as manifested in words and pictures”. Creativity Research journal. Vol. 9, Pp. 327-337.
     
18-Beckman, P 2002. Strategy instruction. Eric Digest.
     
19-Bembenutty, H 2008. Self-Regulation of Learning and Academic Delay of-Gratification: Gender and Ethnic Differences among College Students, Journal of Advanced Academics, Vol.18, Vo.4, Pp.586-616 .
     
20-Campbell-Sills, L, Cohan, S, Stein, M.B. 2006. Relationship of resilience to personality, coping and psychiatric symptoms in young adults. Behavior research and therapy, Vol.44, Pp.585-599.
     
21-Dukes ‚ R ‚ Matinez ‚ R 1994 . The Impact of self – stem Among Adolescants . journal of Adolescence ‚ Vol.29‚Pp.105-11.
     
22-Dukes ‚ R ‚ Matinez ‚ R 1994 . The Impact of self – stem Among Adolescants . journal of Adolescence ‚ Vol.29‚Pp.105-11.
     
23-Pinquart, M 2009. Moderating effects of dispositional resilience on asociations between hassles and Psychological distress. Journal of applied Developmental Psychology, Vol.30, Pp.53-60.
     
24-Stiffler, K.L 2008. Adolescent and anger: an investigation of variables that influence the expression of anger. Indiana University of Pennsylvania. EBSCO.