مدل‌یابی ساختاری درگیری تحصیلی بر اساس خودکارآمدی تحصیلی، جهت‌گیری هدف تسلطی و نقش میانجی یادگیری خودتنظیمی

حسین مهدیان

نویسندگان

حسین مهدیان گروه روانشناسی، واحد بجنورد، دانشگاه آزاد اسلامی، بجنورد، ایران Author https://orcid.org/0000-0002-2367-3326

کلمات کلیدی:

جهت‌گیری هدف تسلطی, خودکارآمدی تحصیلی, درگیری تحصیلی, مدل‌یابی معادلات ساختاری, یادگیری خودتنظیمی

چکیده

هدف: هدف پژوهش حاضر، مدل‌یابی ساختاری درگیری تحصیلی بر اساس خودکارآمدی تحصیلی و جهت‌گیری هدف تسلطی با بررسی نقش میانجی یادگیری خودتنظیمی در دانش‌آموزان دوره دوم متوسطه شهر تهران بود. روش‌شناسی: پژوهش حاضر از نظر هدف کاربردی و از نظر روش توصیفی ـ همبستگی از نوع مدل‌یابی معادلات ساختاری بود. جامعه آماری شامل دانش‌آموزان دوره دوم متوسطه شهر تهران در سال تحصیلی 2025–2026 بود که از میان آنان 384 دانش‌آموز با استفاده از روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه درگیری تحصیلی ریو و تسنگ، خرده‌مقیاس خودکارآمدی برای یادگیری و عملکرد از پرسشنامه راهبردهای انگیزشی برای یادگیری، خرده‌مقیاس جهت‌گیری هدف تسلطی از مقیاس الگوهای یادگیری انطباقی و بخش راهبردهای یادگیری پرسشنامه راهبردهای انگیزشی برای یادگیری جهت سنجش یادگیری خودتنظیمی بود. داده‌ها با استفاده از ضریب همبستگی پیرسون، تحلیل عاملی تأییدی، مدل‌یابی معادلات ساختاری و روش بوت‌استرپ 5000 نمونه‌ای در نرم‌افزارهای SPSS و AMOS تحلیل شدند. یافته‌ها: نتایج نشان داد مدل ساختاری از برازش مطلوبی برخوردار بود (χ²/df = 1.74، CFI = 0.96، TLI = 0.95، IFI = 0.96، RMSEA = 0.044 و SRMR = 0.043). خودکارآمدی تحصیلی اثر مستقیم مثبت و معناداری بر یادگیری خودتنظیمی (β = 0.34، p < 0.001) و درگیری تحصیلی (β = 0.21، p < 0.001) داشت. جهت‌گیری هدف تسلطی نیز یادگیری خودتنظیمی (β = 0.46، p < 0.001) و درگیری تحصیلی (β = 0.19، p < 0.001) را به‌طور مثبت و معنادار پیش‌بینی کرد. اثر مستقیم یادگیری خودتنظیمی بر درگیری تحصیلی نیز معنادار بود (β = 0.49، p < 0.001). اثر غیرمستقیم خودکارآمدی تحصیلی بر درگیری تحصیلی از طریق یادگیری خودتنظیمی برابر با 0.17 و اثر غیرمستقیم جهت‌گیری هدف تسلطی برابر با 0.23 بود که هر دو معنادار بودند. مدل 55 درصد از واریانس یادگیری خودتنظیمی و 67 درصد از واریانس درگیری تحصیلی را تبیین کرد. نتیجه‌گیری: یافته‌ها نشان دادند که خودکارآمدی تحصیلی و جهت‌گیری هدف تسلطی هم به‌طور مستقیم و هم از طریق تقویت یادگیری خودتنظیمی موجب افزایش درگیری تحصیلی می‌شوند. بنابراین، توسعه باورهای خودکارآمدی، تقویت اهداف تسلطی و آموزش راهبردهای خودتنظیمی می‌تواند مبنایی مؤثر برای افزایش مشارکت و درگیری تحصیلی دانش‌آموزان باشد.

دانلودها

دسترسی به دانلود اطلاعات مقدور نیست.

مراجع

Akardoost Zanganeh, S., Tehranchi, A., & Ejadi, Z. (2024). The Mediating Role of Academic Engagement in the Relationship Between Personality Traits and Self-Worth with Academic Self-Efficacy in Male High School Students. Educational Psychology, 20(71), 201-224. https://doi.org/10.22054/jep.2024.73189.3825

Amani, A., & Alimoradi, S. (2025). Presenting a Model Based on the Relationship of Academic Self-Efficacy with Academic Engagement and Academic Procrastination with the Mediating Role of Academic Burnout. Cognitive Strategies in Learning, 13(24), 175-191.

Collins, P., Leo, M., Eslami, M., Hébert, M., Levine, J., & Lee, J. W. (2024). The Motivational Beliefs and Attitudes About Writing of International Students Enrolled in Online Academic English Classes During the COVID-19 Pandemic. Frontiers in psychology, 14. https://doi.org/10.3389/fpsyg.2023.1232664

Edwards, O. V., Ray, H. G., & Granger, M. (2021). Investigating the Impact of an Intervention to Promote Mastery Goal Orientation. Teaching of Psychology, 50(1), 6-13. https://doi.org/10.1177/00986283211026278

Fong, C. J., Altan, S., Gonzales, C., Kirmizi, M., Adelugba, S. F., & Kim, Y. e. (2024). Stay Motivated and Carry On: A Meta-Analytic Investigation of Motivational Regulation Strategies and Academic Achievement, Motivation, and Self-Regulation Correlates. Journal of Educational Psychology, 116(6), 997-1018. https://doi.org/10.1037/edu0000886

Frumos, F.-V., Leonte, R. E., Candel, O. S., Ciochină-Carasevici, L., Ghiațău, R. M., & Onu, C. (2024). The Relationship Between University Students’ Goal Orientation and Academic Achievement. The Mediating Role of Motivational Components and the Moderating Role of Achievement Emotions. Frontiers in psychology, 14. https://doi.org/10.3389/fpsyg.2023.1296346

Fu, J., Li, X., & Fang, Y. (2024). The Influence of Motivation Climate on University Student Engagement in Distance Education During the Pandemic: Moderating Role of Self‐regulation. Psychology in the Schools, 61(5), 2148-2159. https://doi.org/10.1002/pits.23158

Gao, X., & Brown, G. (2023). The Relation of Students’ Conceptions of Feedback to Motivational Beliefs and Achievement Goals: Comparing Chinese International Students to New Zealand Domestic Students in Higher Education. Education Sciences, 13(11), 1090. https://doi.org/10.3390/educsci13111090

Gebauer, M., McElvany, N., Köller, O., & Schöber, C. (2021). Cross-Cultural Differences in Academic Self-Efficacy and Its Sources Across Socialization Contexts. Social Psychology of Education, 24(6), 1407-1432. https://doi.org/10.1007/s11218-021-09658-3

Ghodrati, Z., Sarayei, A. A., & BakhshiPour, A. (2024). The structural model of the relationship between social-emotional competence and academic engagement with academic achievement: The mediating role of academic self-efficacy in second high school students in Bojnourd. Rooyesh, 13(6), 171-180. https://frooyesh.ir/browse.php?a_id=5282&slc_lang=fa&sid=1&printcase=1&hbnr=1&hmb=1

Han, T. T., Guo-xing, X. U., & Lu, W. (2025). Examining the Effects of Different Types of Achievement Goal Orientation on Undergraduate Students’ Engagement in Distance Learning: The Mediating Effect of Self-Efficacy. Behavioral Sciences, 15(1), 39. https://doi.org/10.3390/bs15010039

Hong, S. (2021). Examining College-Level ELLs’ Self-Efficacy Beliefs and Goal Orientation. Journal of Comparative & International Higher Education, 13(2), 65-82. https://doi.org/10.32674/jcihe.v13i2.2978

Hong, W., Bernacki, M. L., & Perera, H. N. (2020). A Latent Profile Analysis of Undergraduates’ Achievement Motivations and Metacognitive Behaviors, and Their Relations to Achievement in Science. Journal of Educational Psychology, 112(7), 1409-1430. https://doi.org/10.1037/edu0000445

Huang, Q. (2022). Influence of EFL Teachers’ Self-Assessment on Their Self-Regulation and Self-Efficacy. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.891839

Hunsu, N., Olaogun, O. P., Oje, A. V., Carnell, P. H., & Morkos, B. (2023). Investigating Students' Motivational Goals and Self‐efficacy and Task Beliefs in Relationship to Course Attendance and Prior Knowledge in an Undergraduate Statics Course. Journal of Engineering Education, 112(1), 108-124. https://doi.org/10.1002/jee.20500

Katsantonis, I. (2024). Exploring Age-Related Differences in Metacognitive Self-Regulation: The Influence of Motivational Factors in Secondary School Students. Frontiers in psychology, 15. https://doi.org/10.3389/fpsyg.2024.1383118

Kıngır, S., Gök, B., & Bozkır, A. S. (2020). Exploring Relations Among Pre-Service Science Teachers’ Motivational Beliefs, Learning Strategies and Constructivist Learning Environment Perceptions Through Unsupervised Data Mining. Journal of Baltic Science Education, 19(5), 804-823. https://doi.org/10.33225/jbse/20.19.804

Kittel, A., Kunz, R., & Seufert, T. (2021). Self-Regulation in Informal Workplace Learning: Influence of Organizational Learning Culture and Job Characteristics. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.643748

Li, J. (2026). The Impact of Teacher Support on Self-Regulated Learning in Piano Instruction at Teacher-Training Universities: The Mediating Role of Self-Efficacy and the Moderating Role of Mastery Goals. Frontiers in psychology, 17. https://doi.org/10.3389/fpsyg.2026.1743188

Lin, T. J. (2021). Exploring the Differences in Taiwanese University Students’ Online Learning Task Value, Goal Orientation, and Self-Efficacy Before and After the COVID-19 Outbreak. The Asia-Pacific Education Researcher, 30(3), 191-203. https://doi.org/10.1007/s40299-021-00553-1

Ma, L., & Jin, G. (2023). Relationship Between Mastery Goal Orientation and ICT Use Outside School: Moderation Role of ICT Self-Efficacy. Advances in Educational Technology and Psychology, 7(9). https://doi.org/10.23977/aetp.2023.070912

Minwei, S., & Amirrudin, S. (2023). The Impacts of Achievement Goal Orientation and Academic Self-Efficacy on Academic Achievement. Higher Education and Oriental Studies, 3(3). https://doi.org/10.54435/heos.v3i3.101

Moghami, H. R., Asadi, F., & Zarei Zavarki, E. (2023). The impact of project-based e-learning (PBL) on the self-efficacy and academic engagement of sixth-grade elementary students. Educational Technology, 17(4), 825-836. https://jte.sru.ac.ir/article_1971.html?lang=en

Ndyareeba, E., Biirah, J., & Kibedi, H. (2024). Achievement of Goal Orientation and Academic Engagement Among Adolescents in Southwestern Uganda. East African Journal of Education Studies, 7(2), 1-18. https://doi.org/10.37284/eajes.7.2.1848

Nikolić-Vesković, D. (2023). Motivation to Learn. Glasnik Antropoloskog Drustva Srbije, 56(1-2), 1-13. https://doi.org/10.5937/gads56-45595

Nurnindyah, D., Pramadi, A., & Pandjaitan, L. N. (2023). Teachers’ Motivational Support, Academic Self-Efficacy and Academic Motivation : The SEM Investigation of Naval Cadets’ Engagement. Journal of Educational Health and Community Psychology, 12(4), 792. https://doi.org/10.12928/jehcp.v12i4.27310

Pulkka, A. T., & Budlong, L. (2022). Associations Between Achievement Goal Orientations, Preferred Learning Practices, and Motivational Evaluations of Learning Environment Among Finnish Military Reservists. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.902478

Reindl, M., Tulis, M., & Dresel, M. (2020). Profiles of Emotional and Motivational Self-Regulation Following Errors: Associations With Learning. Learning and Individual Differences, 77, 101806. https://doi.org/10.1016/j.lindif.2019.101806

Ren, X., Jing, B., Li, H., & Wu, C. (2022). The Impact of Perceived Teacher Support on Chinese Junior High School Students’ Academic Self-Efficacy: The Mediating Roles of Achievement Goals and Academic Emotions. Frontiers in psychology, 13. https://doi.org/10.3389/fpsyg.2022.1028722

Seif, M. H., Haghighi, M., & Rajabi, F. (2026). A Causal Model of Metacognitive Awareness in Integrated Flipped Learning Among Iranian Medical Sciences Students. https://doi.org/10.21203/rs.3.rs-9639941/v1

Sepulveda, J., Lincoln, B., Liang, B., Klein, T., White, A. E., Hill, N. E., & Perella, J. (2021). MPOWER: The Impact of a Purpose Program on Adolescents’ Intrinsic and Extrinsic Motivations. Frontiers in psychology, 12. https://doi.org/10.3389/fpsyg.2021.761580

Sixia, L. (2024). Mediation of Achievement Goal Orientation Between Teacher Support and Learning Engagement Among Vocational University Students. Higher Education and Oriental Studies, 4(1). https://doi.org/10.54435/heos.v4i1.111

Skinner, E. A., Graham, J. P., Brule, H., Rickert, N. P., & Kindermann, T. A. (2020). “I Get Knocked Down but I Get Up Again”: Integrative Frameworks for Studying the Development of Motivational Resilience in School. International Journal of Behavioral Development, 44(4), 290-300. https://doi.org/10.1177/0165025420924122

Uy, M. A., Sun, S., Gielnik, M. M., Jacob, G. H., Lagdameo, J. L. D., Miclat, A. G., & Osi, E. C. (2023). Unpacking the Nonlinear Effect of Self‐efficacy in Entrepreneurship: Why and Under Which Condition More Is Not Better. Personnel psychology, 77(1), 81-108. https://doi.org/10.1111/peps.12618

Villar, E., Martínez-López, Z., Pais, M. E. M., & Tinajero, C. (2025). Perceived Peer Support, Motivational Self‐regulation and Academic Achievement in Adolescents. British Journal of Educational Psychology, 95(4), 1325-1346. https://doi.org/10.1111/bjep.12783

Wilby, J. (2020). Motivation, Self-Regulation, and Writing Achievement on a University Foundation Programme: A Programme Evaluation Study. Language Teaching Research, 26(5), 1010-1033. https://doi.org/10.1177/1362168820917323

Zhang, Y. (2025). Do Resilience and Performance Goals Mediate the Relationship Between Parental Educational Support and Chinese High School Students’ Self‐Regulated Learning? ‐ Based on the Social Cognitive Theory. Psychology in the Schools, 62(8), 2742-2754. https://doi.org/10.1002/pits.23496

Zhang, Y., Guan, X., Wang, J., Yin, S., Li, X., Yang, L., Jobe, M. C., & Ahmed, M. Z. (2025). The Impact of Perceived Teacher Support on Students’ Learning Approach: The Chain Mediating Role of Academic Engagement and Achievement Goal Orientation. Frontiers in psychology, 16. https://doi.org/10.3389/fpsyg.2025.1513538

Zhu, Y., Mustapha, S. M., & Gong, B. (2020). Review of Self-Regulated Learning in Massive Open Online Course. Jep. https://doi.org/10.7176/jep/11-8-02