رابطه بین انگیزه پیشرفت و خودناتوان‌سازی تحصیلی با نقش میانجی‌ فرسودگی تحصیلی در دانشجویان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه روانشناسی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، ارومیه، ایران، گروه روانشناسی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران

2 گروه روانشناسی، واحد مهاباد، دانشگاه آزاد اسلامی، مهاباد، ایران

چکیده

مقدمه و اهداف
امروزه انگیزش پیشرفت یکی از مهمترین منابع قدرتمند تکانه­ای است که رفتار یادگیرندگان را در آموزشگاه تحت تأثیر قرار می­دهد و قدرت و پایداری رفتار را تعیین می‌کند. انگیزش به یادگیرنده در دستیابی به هدف و کسب توانایی برای انجام فعالیت­ های ضروری در شرایط خاص نیرو می‌دهد. تحقیق حاضر در پی مطالعه رابطه بین انگیزه پیشرفت و خودناتوان‌سازی تحصیلی با میانجی‌ فرسودگی تحصیلی در دانشجویان دانشگاه آزاد اسلامی واحد نقده در سال تحصیلی 1397-1396 است.
مواد و روش­ ها
در پژوهش توصیفی حاضر، جامعه آماری کلیه دانشجویان دانشگاه آزاد اسلامی واحد نقده بودند (1250 نفر). حجم نمونه با استفاده از جدول مورگان 290 نفر به دست آمد.
برای انتخاب نمونه از روش تصادفی خوشه‌ای چندمرحله‌ای و به منظور جمع ­آوری اطلاعات از پرسشنامه‌های خودناتوان­ سازی (جونز و رودوالت، 1982)، انگیزش پیشرفت تحصیلی (هرمنس، 1970) و فرسودگی تحصیلی (برسو و همکاران، 2007) استفاده شد. پایایی پرسشنامه‌ها با آلفای کرونباخ 0/835 تایید شد.
یافته­ ها
یافته ­ها نشان داد که بین انگیزه پیشرفت با خودناتوان­ سازی تحصیلی، ارتباط معنا‌داری وجود ندارد. بین فرسودگی تحصیلی با خودناتوان ­سازی تحصیلی، رابطه مثبت و معنا‌دار وجود دارد. بین فرسودگی تحصیلی با انگیزه پیشرفت، رابطه منفی و معنا‌دار وجود دارد. بین انگیزه پیشرفت و خودناتوان­ سازی تحصیلی با توجه به اثر میانجی­ گرانه فرسودگی تحصیلی رابطه وجود ندارد.
نتیجه­ گیری
به نظر می‌رسد با توجه به نتایج حاصل، مسئولین آموزشی باید با ایجاد راهکارهای لازم موجبات شناخت هرچه بیشتر توانایی­ های هر فرد توسط خود فرد شده و از این طریق میزان انگیزش آنها را بالا ببرند و با کم نمودن فرسودگی تحصیلی در دانشجویان آنها را از خودناتوان­سازی در عرصه علمی و درسی و حتی پژوهشی دور نمایند و باعث تربیت نسلی فعال و پویا برای فردای کشور شوند.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

The Relationship between Academic Achievement and Self-Handicapping due to Mediating Effect of Academic Burnout among University Students

نویسندگان [English]

  • Shadan Mansournia 1
  • Kiumarth Karimi 2
1 1. Department of Psychology, Science and Research branch, Islamic Azad University, Urmia, Iran - Department of Psychology, Urmia branch, Islamic Azad University, Urmia, Iran
2 Assistant Professor, Department of Psychology Sciences, Mahabad branch, Islamic Azad University, Mahabad, Iran
چکیده [English]

Background and Aims: Progressive motivation is one of the most powerful influential sources affecting learners' behavior in the school and determines the strength and sustainability of the behavior. Learner motivation gives the learner the opportunity to attain the goal and acquire the ability to perform the necessary activities in specific circumstances.
Materials and Methods: In the current study, the population included all students of Islamic Azad University of Naghadeh in the academic year of 2017-2018 (1, 250 people). A total of 290 students were randomly selected using Morgan table. To collect data, three questionnaires were used: Self-handicapping (SHS) (Jones and Rodvalt, 1982), Achievement motivation (Herman, 1970), and Academic burnout (Brsou et al., 2007). The reliability of the questionnaires was confirmed to be  0.835 using Cronbach's alpha coefficient. The results showed that there is no significant relationship between achievement and motivation of academic self-handicapping.
Results: The results showed that there is a significant relationship between academic burnout and academic self-handicapping. Also, a negative significant relationship was observed between academic burnout and motivation for achievement and a negative significant relationship between achievement motivation and academic self-handicapping academic burnout due to the effect of mediation.
Conclusion: According to the results, the authorities should create the necessary strategies so that each person's abilities can be recognized by themselves and thus increase their motivation. Also, by reducing the academic burnout in the students, they will be self-adaptive in the field of science curriculum, and even research. This way, hopefully, we will have an active and dynamic generation for the future of the country.

کلیدواژه‌ها [English]

  • Achievement Motivation
  • Self-handicapping
  • Academic burnout

مراجع

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دوماهنامه علمی - پژوهشی طب توانبخشی
دوره 9، شماره 3
مهر 1399
صفحه 254-264

فایل ها

سابقه مقاله

  • تاریخ دریافت: 29 شهریور 1398
  • تاریخ بازنگری: 29 آبان 1398
  • تاریخ پذیرش: 30 دی 1398
  • تاریخ اولین انتشار: 01 مهر 1399

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