رابطه تعامل معلم–دانشآموز و سرزندگی تحصیلی با میانجیگری خودکارآمدی تحصیلی دانشآموزان مقطع ابتدایی شهرستان طبس
کلمات کلیدی:
تعامل معلم–دانشآموز, سرزندگی تحصیلی, خودکارآمدی تحصیلی, دانشآموزان ابتدایی, مدلیابی معادلات ساختاریچکیده
پژوهش حاضر با هدف بررسی رابطه تعامل معلم–دانشآموز و سرزندگی تحصیلی با نقش میانجی خودکارآمدی تحصیلی در دانشآموزان پایه ششم ابتدایی شهرستان طبس انجام شد. این پژوهش از نظر هدف بنیادی و از نظر روش توصیفی-همبستگی بود. جامعه آماری شامل کلیه دانشآموزان دختر و پسر پایه ششم مدارس ابتدایی دولتی و غیردولتی شهرستان طبس در نیمسال دوم سال تحصیلی 1403–1404 بود. نمونه پژوهش شامل 211 دانشآموز بود که به روش نمونهگیری خوشهای چندمرحلهای انتخاب شدند. دادهها با استفاده از پرسشنامه تعامل معلم–دانشآموز، پرسشنامه خودکارآمدی تحصیلی و پرسشنامه سرزندگی تحصیلی گردآوری شد. تحلیل دادهها با استفاده از SPSS نسخه 26 و SmartPLS و از طریق آمار توصیفی، ضریب همبستگی و مدلیابی معادلات ساختاری انجام شد. نتایج نشان داد که تعامل مثبت معلم–دانشآموز اثر مستقیم و معناداری بر سرزندگی تحصیلی دارد (β = 0.288, T = 3.725). همچنین تعامل مثبت معلم–دانشآموز اثر مثبت و معناداری بر خودکارآمدی تحصیلی داشت (β = 0.204, T = 2.797). خودکارآمدی تحصیلی نیز بهطور مستقیم و معنادار سرزندگی تحصیلی را پیشبینی کرد (β = 0.455, T = 7.693). اثر تعامل منفی معلم–دانشآموز بر سرزندگی تحصیلی معنادار نبود (β = 0.020, T = 0.239). همچنین نتایج آزمون میانجیگری نشان داد که خودکارآمدی تحصیلی در رابطه بین تعامل مثبت معلم–دانشآموز و سرزندگی تحصیلی نقش میانجی معناداری دارد (T = 2.628). نتایج پژوهش نشان داد که تعامل مثبت معلم–دانشآموز از طریق تقویت خودکارآمدی تحصیلی میتواند موجب افزایش سرزندگی تحصیلی دانشآموزان شود. بنابراین، بهبود کیفیت روابط معلم و دانشآموز و تقویت باورهای خودکارآمدی باید در برنامههای آموزشی و مشاورهای مدارس ابتدایی مورد توجه قرار گیرد.
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حق نشر 1404 سهیلا صمدی (نویسنده); هادی طالب زاده ثانی (نویسنده مسئول)
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