باورهای خودکارآمدی تحصیلی و سرزندگی تحصیلی؛ نقش درآمیزی با کار مدرسه و جنس

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان‌شناسی تربیتی، دانشکده‌ی علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران.

2 دانشجوی دکتری، گروه روان شناسی تربیتی، دانشکده ی علوم تربیتی و روان شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 کارشناس ارشد روان شناسی، گروه روان‌شناسی بالینی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه آزاد واحد علوم تحقیقات فارس، شیراز، ایران.

4 کارشناس‌ارشد روان‌شناسی، گروه روان‌شناسی تربیتی، دانشگاه پیام نور یزد، یزد، ایران.

5 کارشناس ارشد علوم تربیتی، گروه مدیریت آموزشی، دانشکده ی ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران

6 کارشناس ارشد روان شناسی، گروه روان شناسی بالینی، دانشکده علوم تربیتی و روان شناسی، دانشگاه آزاد واحد علوم تحقیقات یزد، یزد، ایران

چکیده

هدف پژوهش حاضر، شناخت رابطه­ی باورهای خودکارآمدی تحصیلی و سرزندگی تحصیلی از طریق نقش میانجی درآمیزی با کار مدرسه و تفاوت­های بین دو جنس در این متغیرها بود. از طریق نمونه­برداری تصادفی خوشه­ای، 384 دانش­آموز دبیرستانی مدارس دولتی شهر پل­دختر (198 پسر، 186 دختر) انتخاب شدند. شرکت­کنندگان مقیاس­های باورهای خودکارآمدی تحصیلی، درآمیزی با کار مدرسه و پرسشنامه­ی سرزندگی تحصیلی را تکمیل کردند.ابزارها از روایی و پایایی مطلوبی برخوردار بودند. تحلیل داده­ها نشان داد که باورهای خودکارآمدی تحصیلی با سرزندگی تحصیلی رابطه­ی معنادار دارد (19/0, R2= 44/0 = β، 0001/0>P) و از طریق درآمیزی با کار مدرسه نیز قادر به پیش­بینی سرزندگی تحصیلی می­باشد (43/0 = β، 0001/0>P) و جنس نمی­تواند رابطه­ی این متغیرها را تعدیل کند (N.S؛ 63/0=Zr). همچنین، نتایج نشان داد که میزان باورهای خودکارآمدی تحصیلی دختران به طور معناداری بالاتر از پسران است. بر این اساس می­توان گفت باورهای خودکارآمدی تحصیلی با ارتقای ضریب درآمیزی با کار مدرسه، به افزایش سرزندگی دانش­آموزان کمک می­کند. نتایج در قالب نظریه­ی شناختی-اجتماعی بندورا، الگوی شناختی لازاروس و ویژگی­های خاص بافت اجتماعی اثرگذار بردانش­آموزان دبیرستانی در ایران مورد بحث قرارگرفتند.

کلیدواژه‌ها


عنوان مقاله [English]

Academic Self-efficacy Beliefs and Academic Vitality; the Role of Schoolwork Engagement and Gender

نویسندگان [English]

  • Morteza Moradi 1
  • Mona Jamalabadi 2
  • Sedigheh Shahabzadeh 3
  • Omolbanin Shibani 4
  • Somaye Moradi 5
  • Mona Horri 6
1 Ph.D. Candidate of Psychology, Department of Educational Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
2 Ph.D. Candidate of Psychology, Department of Educational Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
3 M.A. in Psychology, Department of Educational Psychology, Yazd Payamenoor University, Yazd, Iran.
4 M.A. in Psychology, Department of Educational Psychology, Yazd Payamenoor University, Yazd, Iran.
5 M.A. in Educational Science, Department of Educational Management, Faculty of Literature and Humanities, Lorestan University, Khorramabad, Iran
6 M.A. in Psychology, Department of Clinical Psychology, Faculty of Education and Psychology, Yazd Branch of Science and Research , Yazd, Iran
چکیده [English]

The aim of the present study was to examine the
relationship between academic self-efficacy beliefs and academic buoyancy
through mediating roles of schoolwork engagement and gender differences in this
variables. Through the cluster random sampling, 384 students of Poldokhtar
public high school (198 males and 186 females) were selected. The Participants
completed the Academic Self-Efficacy Beliefs scale, Schoolwork Engagement Scale
and Academic Buoyancy Questionnaire. All the tools enjoyed appropriate validity
and suitability. Then the data analysis indicated that the academic self-efficacy
beliefs had significant relationship with academic buoyancy (R2=0.19,
β= 0.44, P< 0.0001), and also schoolwork
engagement could predictthe academic buoyancy
(β= 0.43, P< 0.0001); moreover, gender
couldn’t play a moderating role in the relationship between these variables (Zr=
0.63, N.S). Also, the results indicated that amount of academic self-efficacy
beliefs of female students significantly was more than males. Accordingly, it
can be claimed that academic self-efficacy beliefs contribute to increase
academic buoyancy of student along with improving the income schoolwork
engagement. The outcomes were discussed within the social cognitive theory,
Lazarus cognitive modal and social-specifics affecting the high school students
in Iran.

کلیدواژه‌ها [English]

  • academic self-efficacy beliefs
  • schoolwork engagement
  • Academic Buoyancy
  • Gender
Afruz, Gh. A, Motamedi, F 2005, Self-efficacy and mental health in normal and gifted students. Journal of Iranian Psychologists, Vol.2, No.6, Pp.89-100. [In Persian].

Akin, A 2008, Self-efficacy, achievement goals, and depression, anxiety, and stress: A structural equation modeling. Word Applied Sciences Journal, Vol.3, No.5, Pp.725-732.

Ardalan, E, Hoseinchari, M 2010, Prediction of academic adjustment based on communication skills by self-efficacy beliefs meditating. Journal of Educational Psychology, Vol.17, No.6, Pp.2-28. [In Persian].

 

Bandura, A 1978, Self-efficacy: Toward a unifying theory of behavioral change. Advances in Behavior Research and Therapy, Vol.1, No.4, Pp.139-161.

 

Bandura, A 1991, Social cognitive theory of self-regulation. Organizational Behavior and Human Decision Processes, Vol.50, No.2, Pp.248-287.

 

Bandura, A 1993, perceived self-efficacy in cognitive development and functioning. Educational Psychologist, Vol.28, No.2, Pp.117-148. 

 

Bandura, A 1997, Self-efficacy: The exercise of control. New York: Freeman.

 

Bandura, A, 2001, Social-cognitive theory: An argentic perspective. Annual Review of Psychology, Vol.52, No.1, Pp. 1-26.

  

Bandura, A Barbaranelli, C, Caprara, GV, et al, 2001, Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, Vol.72, No.1, Pp.187-206.  

Bandura, A Pastorelli, C, Barbananelli, C, et all 1999, Self-Efficacy Pathways to Childhood Depression. Journal of Personality and Social psychology, Vol.76, No.2, Pp.258-269.

   

Basol, G 2010, Validity and reliability of Turkish form of children’s self-efficacy scale on Turkish primary school students. Procedia Social and Behavioral Sciences, Vol.2, No.2, Pp.4082-4086.

Bong, M, Skaalvik, E. M 2003, Academic self-efficacy, task value. Achievement goal orientations, and attribution beliefs. Journal of Educational Research, Vol.97, No.6, Pp.287-297.

 

Britner, S. L., Pajares, F 2006, Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, Vol.43, No.5, Pp.485-499.

 

Browne, M. W 2001, An overview of analytic rotation in exploratory factor analysis. Multivariate Behavioral Research, Vol.36, No.1, Pp.111-150.

 

Bussey, K, Bandura, A 1999, Social cognitive theory of gender development and differentiation. Psychology Review, Vol.106, No.4, Pp.676-713.

 

Byars-Winston, A, Fouad, N 2008, Math/science social cognitive variables in college student: contributions of contextual factors in predicting goals. Journal of career Assessment, Vol.16, No.4, Pp.425-440.

 

Caprara, GV, Fida, R, Vecchione, M, et al 2008, longitudinal analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, Vol.100, No.3, Pp.525-534.

Caprara, GV, Vecchione, M, Alessandri, G, et al 2011, the contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, Vol.81, No.1, Pp.78-96.

Carroll, A, Houghton, S, Wood, R 2009, Self-efficacy and academic achievement in Australian high school students: The mediating effects of academic aspirations and delinquency. Journal of Adolescence, Vol.32, No.4, Pp.97-817.

Chemers, MM, Hu, L, Garcia, BF 2001, Academic self-efficacy and first-year college student performance and adjustment? Journal of Educational Psychology, Vol.93, No.1, Pp.55- 64.

Dehghanizade, MH 2012, Survey of self-efficacy meditation in the relationship between family communication patterns and the class structure and academic buoyancy. Master thesis, school of education and psychology, Shiraz University. [In Persian].

Dehghanizade, MH, Hoseinchari, M 2012, Academic buoyancy and perception of family communication patterns; meditation role of self-efficacy. Journal of Teaching and Learning Studies, Vol.4, No.2, Pp.21-47. [In Persian].

Dehghanizade, MH, Hoseinchari, M, Moradi, M, et al 2014, Academic buoyancy and perception of family communication patterns and class structure, the meditation role of self-efficacy dimensions. Journal of Educational Psychology, Vol.10, No.23, Pp.1-30. [In Persian].

 

Finn, JD, Rock, DA 1997, Academic success among students at risk for school failure. Journal of Applied Psychology, Vol.82, No.2, Pp.221-234.

 

Fredricks, JA, Blumenfeld, PC, Paris, AH 2004, School engagement: potential of the concept, state of the evidence. Review of Educational Research, Vol.74,No.1, Pp.59-90.

 

Gholamali Lavasani, M, ezhei, J, Afshari, M 2009, the relationship between academic self-efficacy and academic engagement with academic achievement. Journal of Psychology, Vol.13, No.51, Pp.289-305. [In Persian].

Gonida, EN, Voulala, K, Kiosseoglou, G 2009, Students' achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, Vol.19,No.1, Pp. 53- 60.

Gore, PA 2006, Academic self-efficacy as a predictor of college outcome: Two incremental validity studies. Journal of career Assessment, Vol.14, No.1, Pp.92-115.in Bahama and the United States.

 

Hejazi, E, Zabihi Hesari, N 2007, implicit theories of intelligence and self-efficacy: A comparative comparison according to gender and discipline. Journal of Psychology and Educational, Vol.37, No.4, Pp.61-84.

 

Hu, L, Bentler, PM 1999, Cuty off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, Vol.6, No.1, Pp.1-55.

Kahn, JH, Nauta, MM 2001, Social-cognitive predictors of first year college persistence: The importance of proximal assessment. Research in Higher Education, Vol.42, No.6, Pp.633-652.

Kline, RB 2010, Principles and practice of structural equation modeling. New York: Guilford Press.

 

Krejcie, RV, Morgan, DW 1970, Determining sample size for research activities. Educational and Psychology Measurement, Vol.30, No.3, Pp. 607-610.

 

Lazarus, RS 1999, Stress and emotion: A new synthesis. New York: Springer.

 

Lent, RW, Brown, SD, Brenner, B, et al 2001, The role of contextual supports and barriers in the choice of math/science educational options: a test of social cognitive hypotheses. Journal of Counseling Psychology, Vol.48, No.4, Pp. 474-483.

 

Luzzo, DA, McWhirter, EH 2001, Sex and ethnic differences in the perception of educational and career-related barriers and levels of coping efficacy. Journal of Counseling Development, Vol.79, No.1, Pp. 61-67.

 

Marsh, HW 1990, A multidimensional, hierarchical model of self-concept: Theoretical and empirical justification. Educational Psychology Review, Vol.2, No.2, Pp.77-172.

 

Martin, AJ, Marsh, HW 2008, Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, Vol.46, No.1, Pp.53-83.

Masten, AS 2001, Ordinary magic: resilience processes in development. American Psychologist, Vol,56, No.3, Pp.227–238.

McCoach, DB 2002, A validation study of the school attitude assessment survey. Measurement and Evaluation in Counseling and Development, Vol.35, N.2, Pp.66-77.

 

Meera, K, Dustin, N 2013, Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, N.25, Pp. 67-72.

 

Mercer, S, Nellis, L, Martínez, R, et al, 2011, supporting the students most in need: Academic self-efficacy and perceived teacher support in relation to within-year academic growth. Journal of School Psychology,N.49, Pp. 323-338.

 

Midgley, C. (Ed), 2002, Goals, goal structures, and patterns of adaptive learning. Mahwah, NJ: Lawrence Erlbaum.

 

Mohammad, RT, Mahshad, M, 2014, Subjective well-being and its sub-scales among students: The study of role of creativity and self-efficacy. Thinking Skills and Creativity, No.12, Pp.37-42. [In Persian].

 

Momanyi, JM, Ogoma, SO, Misigo, BL 2010, Gender differences in self-efficacy and academic. Performance in science subjects among secondary school students in Lugari District, Kenya. Educational Journal of Behavioral Science, Vol.1,No.1, Pp.62-77.

 

Moradi, M, Cheraghi, A 2014, Experimental-causal model of the relationship between the perception of family communication patterns, perception of classroom, motivation and self-regulation  and high school students in the academic buoyancy. Journal of Teaching and Learning Studies, Vol.6, No.1, Pp.113-140. [In Persian].

 

Moradi, M, SolymaniKh, AA, Shahabzadeh, S, Sabaghizadeh, H, Dehghanizadeh, MH 2016, testing for the factor structure and measurement of internal consistency of the Irani version of academic well-being Questionnaire. Quarterly of Educational Measurement, Vol.7, No.26, Pp.123-148. [In Persian].

Pettus, KR 2006, The relationship of parental monitoring to community college student adjustment and achievement: differences by gender, ethnicity, parental education level, and student residence. Unpulished ph.D. Thesis, Carolina University.

Pintrich, PR, De Groot, EV 1990, Motivation and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, Vol.82, No.1, Pp.33-40.

 

Preacher, KJ, Hayes, AF 2008, Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, Vol.40, N.3, Pp.879-891.

 

Putwain, DV, Connors, L, Symes, W, et al 2011,Is academic buoyancy anything more than adaptive coping? Anxiety, Stress & Coping, Vol.25, No.3, Pp.1-10.

 

Richardson, DE 2007, Self-efficacy and self-handi-capping: A cross-cultural comparison between adolescents in Bahama and the United States. MA Dissertation, Roosevelt University.

 

Robbins, SB, Lauver, K, Le, H, et al 2004, Do psychosocial and study skills factors predict college outcomes? A meta-analysis. PsychologicalBulletin, Vol.130, No.2, Pp.261-288.

 

Salmela-Aro, K, Kiuru, N, Leskinen, E, et all 2009, School burnout inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, Vol.25, No.1, Pp.48-57.

Salmela-Aro, K, Upadyaya, K 2012 The schoolwork engagement inventory: Energy, dedication and absorption (EDA). European Journal of Psychological Assessment, Vol.28,No.1, Pp.60-67.

Sarah, M, Paul, C, Lisa. KM 2013, Well-being, Academic buoyancy and educational achievement in primary school student. International Journal of Educational Research, Vol.62, No.1, Pp.239-248.

 

Schunk, DH 1991, Self-efficacy and academic motivation. Educational Psychology, Vol.26.No.3-4, Pp.207-231.

 

Sheikholeslami, R, Ahmadi, S 2011, Predicting academic coping strategies based on self-efficacy beliefs and Shiraz university student’s goal orientation. Research on Curriculum Planning, Vol.2, No.4, Pp.15- 24. [In Persian].

Shokri, O, Tulabi, S, Ghanayi, Z, et al 2011, Study of psychometric questionnaire academic self-efficacy beliefs. Journal of Teaching and Learning Studies, Vol.3, No.2, Pp.45-61. [In Persian].

Skaalvik, EM 1997, Self-enhancing and self-defeating ego orientation: Relations with task and avoidance orientation, achievement, self-perceptions, and anxiety. Journal of Educational Psychology, Vol.89, No.1, Pp.71-81.

 

Skaalvik, EM, Rankin, RJ 1996, Self-concept and self-efficacy: Conceptual analysis. Paper presented at the Annual Meeting of the American Educational Research Association in New York.

 

Skinner, EA, Furrer, C, Marchand, G, et al 2008, Engagement and disaffection in the
classroom: Part of a larger motivational dynamic? Journal of Educational Psychology, Vol.100, No.4, Pp.765-781.

 

Skinner, EA, Kindermann, TA, Connell, JP, et all 2009, Engagement as an organizational construct in the dynamics of motivational development. In K. Wentzel, & A. Wigfield (Eds.), Handbook of motivation in school (Pp.223–245). Malwah, NJ: Erlbaum.

 

Spear, LP 2000, The adolescent brain and age related behavioral manifestations. Neuroscience and Behavioral Reviews, Vol.24,No.4, Pp.417-463.

 

Vantieghem, W, Vermeersch, H, Houtte, VM 2014, transcending the gender dichotomy in educational gender gap research: The association between gender identity and academic self-efficacy. Contemporary Educational Psychology, Vol.39,No.4, Pp.369-378.

 

Wang, M, Holcombe, R 2010, Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, Vol.47, No.3, Pp.633-662.

 

Wang, MT, Eccles, JS 2012, Adolescent behavioral, emotional, and cognitive engagement trajectories in school and their differential relations to educational success. Journal of Research on Adolescence, Vol.22,No.1, Pp.31-39.

 

Wang, MT, Eccles, JS 2012b, Social support matters: longitudinal effects of social support on three dimensions of school engagement from middle to high school. Child Development, Vol.83, No.3, Pp.877-895.

 

Woogul, L, Myung-Jin, L, Mimi, B 2014, Testing interest and self-efficacy as predictors of academic self-regulation and achievement. Contemporary Educational Psychology, Vol.39, No.2, Pp.86-99. 

 

         Zabih Elahi, K, Yazdani Varzane, M, Gholamali Lavasani, M 2012, Educational self-efficacy and self-handicapping in high school students. Evolutionary Psychology Journal: Iranian Psychology, Vol.9, N.34, Pp.203- 212. [In Persian].

 

Zajacova, A, Lynch, SM, Espenshade, TJ 2005, Self-efficacy, Stress, and Academic Success in college. Research in Higher Education, Vol.46,No.6, Pp.678-706. 

Zeidner, M, Schleyer, EJ 1999, The effects of educational context on individual differences variables, self-perceptions of giftedness, and school attitudes in gifted adolescents. Journal of Youth and Adolescence, Vol.28, No.6, Pp.687-703. 

         

         Zimmerman, BJ 2000, Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, Vol.25, No.1, Pp.82-91.

 

 Zimmerman, BJ, Schunk, DH 2004, Self-regulating intellectual processes and outcomes: A social cognitive perspective. In D. Y. Dai, & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (Pp.143–174). Mahwah, NJ: Lawrence Erlbaum.

 Zohrevand, R 2010, A Comparing self-concept, academic self-efficacy, emotional intelligence, gender beliefs & satisfaction of gender high school boys and girls and the contribution of each of these variables in predicting academic achievement of them. Journal of Psychological Studies, Vol.6, No.2, Pp.45-61. [In Persian].

Zyngier, D 2008, Conceptualizing student engagement: Doing education not doing time. Teaching and Teacher Education, Vol.24, No.7, Pp.1765-1776.