رابطه سبک‌های هویت و انگیزش پیشرفت تحصیلی با مشغولیت تحصیلی در دانشجویان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

2 عضو هیات علمی، گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران.

چکیده

مشغولیت تحصیلی می‌تواند تحت تأثیر عوامل متعددی از جمله سبک‌های هویت و مشغولیت تحصیلی قرار گیرد. هدف مطالعه حاضر، بررسی رابطه سبک‌های هویت و انگیزش پیشرفت تحصیلی با مشغولیت تحصیلی در دانشجویان دانشگاه علوم پزشکی تبریز بود. پژوهش حاضر توصیفی از نوع همبستگی بود. جامعه آماری این پژوهش شامل دانشجویان دختر و پسر دانشگاه علوم پزشکی تبریز در سال تحصیلی 96-1395 تشکیل دادند که از این جامعه با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای تعداد 210 دانشجو انتخاب شده و مورد بررسی قرار گرفتند. برای جمع‌ آوری داده‌ها از پرسشنامه سبک‌های هویت برزونسکی، انگیزش پیشرفت تحصیلی هرمنس و مشغولیت تحصیلی زرنگ استفاده شد. داده‌ها با استفاده از ضریب همبستگی و رگرسیون چندگانه همزمان در نرم افزار آماریSPSS.22 تجزیه و تحلیل گردید. یافته‌ها نشان داد که مشغولیت تحصیلی با سبک‌های هویت اطلاعاتی، سبک هویت هنجاری و انگیزش پیشرفت تحصیلی رابطه مثبت و معناداری دارد. همچنین بین مشغولیت تحصیلی با سبک هویت سردرگم/ اجتنابی رابطه منفی و معناداری وجود دارد. از سویی نتایج تحلیل رگرسیون نشان داد که سبک‌های هویت اطلاعاتی و هنجاری و انگیزش پیشرفت تحصیلی قادر به پیش­بینی مشغولیت تحصیلی دانشجویان هستند؛ اما سبک هویت سردرگم/ اجتنابی بر مشغولیت تحصیلی دانشجویان تأثیری نداشت. بنابراین مشغولیت تحصیلی با کاربرد سبک هویت اطلاعاتی و هنجاری و انگیزش پیشرفت افزایش و با سبک هویت سردرگم/ اجتنابی کاهش می‌یابد.

کلیدواژه‌ها


عنوان مقاله [English]

Relationship between Identity Styles and Academic Achievement Motivation with Academic Engagement at University of Medical Sciences

نویسندگان [English]

  • جعفر bahadorikhosroshahi 1
  • ramin Habibi-Kaleybar 2
1 Ph.D. student in Educational Psychology, Department of Education, Faculty of Education & Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
2 Faculty member, Department of Education, Faculty of Education & Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran.
چکیده [English]

Academic engagement can be affected by many factors, including identity styles and achievement motivation. Hence, this study aimed to investigate the relationship between identity styles and academic achievement motivation with academic engagement at the University of Medical sciences that itwas descriptive-correlation research. The study included statistical community of male and female students at the University of Medical Sciences Tabriz in the academic year 2016-2017; then with the use of cluster random sampling method, 210 students of this community were chosen and investigated. To collect the data, identity styles Berzonsky, Herman's academic achievement motivation and academic engagement Zerang were utulized. Data correlation and multiple regressions were analyzed by statistical software SPSS.22. Afterwads, the result showed that academic engagement had a significant positive relationship with informational identity styles, normative identity style and academic achievement motivation and the academic engagement. Although, there was a significant negative relationship with diffuse / avoidant identity. In addition, regression analysis showed that informational and normative identity styles and academic achievement motivation on students' academic engagement had a positive effect; however, it was observed no effects of the style diffuse / avoidant identity on students' academic engagement. Based on conclusive evidences, academic engagement and academic achievement motivation were increased by the use of informational and normative identity styles and reduced by identity styles confused / avoidance, respectively.

کلیدواژه‌ها [English]

  • academic engagement
  • Academic achievement motivation
  • Identity Styles

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