نقش میانجی گر هیجان های تحصیلی در رابطه بین محیط یادگیری سازنده‌گرا و شایستگی تحصیلی در دختران دوره دوم متوسطه شهر تهران

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری گروه روانشناسی. واحدرودهن، دانشگاه آزاد اسلامی، رودهن، ایران

2 دانشیار گروه روانشناسی. واحدرودهن، دانشگاه آزاد اسلامی. رودهن، ایران

چکیده

هدف این پژوهش تعیین نقش میانجی­گر هیجان‌های تحصیلی در رابطه بین محیط یادگیری سازاگرا و شایستگی تحصیلی در دانش­آموزان دختر بود. روش پژوهش توصیفی- همبستگی و جامعه شامل دانش­آموزان دختر دبیرستانی شهر تهران در سال تحصیلی 1396-1395 بود. 450 دانش­آموز دختر به روش تصادفی خوشه­ای  انتخاب و نظرسنج محیط یادگیری سازاگرای تیلور و همکاران (1995)، مقیاس ارزیابی شایستگی تحصیلی دیپرنا و الیوت (1999) و پرسشنامه هیجان­های تحصیلی پکران، گوئتز و فرینزل (2005) را تکمیل کردند. داده­ها با روش مدل­یابی معادله­های ساختاری تحلیل شدند. شاخص­های برازش، برازندگی مطلوب مدل با داده­های گردآوری شده را نشان­ دادند. در مجموع هیجان تحصیلی مثبت و منفی و محیط یادگیری سازاگرا توانستند 54 درصد از واریانس شایستگی تحصیلی را تبیین کنند. همچنین یافته­ها نشان دادند که اثر مستقیم محیط یادگیری سازاگرا بر شایستگی تحصیلی مثبت و معنادار (01/0P<) و اثر مستقیم هیجان تحصیلیِ منفی بر شایستگی تحصیلی منفی معنادار و اثر مستقیم هیجان تحصیلی مثبت بر شایستگی تحصیلی مثبت و معنادار است (01/0P<). همچنین نتایج نشان داد که اثر غیرمستقیم محیط یادگیری سازاگرا بر شایستگی تحصیلی با میانجی­گری هر دو  بعد منفی و مثبت هیجان تحصیلی معنادار است (01/0P<).

کلیدواژه‌ها


عنوان مقاله [English]

The mediating role of academic emotions in the relationship between constructivist learning environment and academic competence in the female second secondary school students

نویسندگان [English]

  • Seyedeh Shayesteh Moosavi 1
  • Khadijeh Abolmaali Alhosseini 2
  • Malek Mirhashemi 2
1
2

کلیدواژه‌ها [English]

  • "Academic competence"
  • "Achievement emotion"
  • "Constructive learning environment"
Abdi, B. (2010). Gender differences in social skills, problem behaviors and academic competence of Iranian kindergarten children based on their parent and teacher ratings. Procedia - Social and Behavioral Sciences, 5, 1175-1179.
Abolghasemi, A., Rezaee, H., Narimani, M., & Zahed Babolan, A. (2011). A comparison of social competence and its components in students with learning disability and students with low, average and high academic achievement. Journal of Learning Disabilities, 1 (1), 6-23 (in Persian)
Barzegar Bafrooei, K., Sheykholeslami, A. (2014). Psychometric characteristics of constructivist learning environment questionnaire, Journal of school psychology, 2 (4), 6-24 (in Persian)
Chen, K. C., & Jong, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26, 741-752.
Chih-ling H., (2015). "The Relationships Between Autonomous Motivation and Academic Emotion on Vocational High School Students." International Business conference in New York City. http://ir.dyu.edu.tw/handle/987654321/30143
Deci, E. L., & Ryan, R. M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Impact of Psychological Factors on Education (pp. 61-87). San Diego: Academic Press.
DiPerna, J. C., & Elliott, S. N. (1999). The development and validation of the Academic Competence Evaluation Scale. Journal of Psychoeducational Assessment, 17, 207-225.
]Ekhlasi, L., Sepehrikia, S. (2016). The impact of constructivist learning environment on critical thinking and academic achievement in students of Chamran University. Fourth National Conference on Sustainable Development in Education and Psychology, Social and Cultural Studies (in Persian)
Glaser-Zikuda, M., & FUB, S. (2008). Impact of teacher competencies on student emotion: A multi-method approach. International Journal of Educational Research, 47, 136-147.
Goetz, T., Pekrun, R., Hall, N., & Haag, L. (2006). Academic emotions from a social-cognitive perspective: antecedents and domain specificity of students' affect in the context of Latin instruction. The British journal of educational psychology, 76(Pt 2), 289-308.
Gwyne, W (2013).  Social-Emotional Context and Academic Competence: the mediating effect of self-efficacy.   A thesis submitted to the Graduate School-New Brunswick Rutgers, The State University of New Jersey in partial fulfillment of the requirements for the degree of Master of Science, New Brunswick, New Jersey.
Haghayeghi, M., Kareshki, H. (2015). Construct and validate a questionnaire for student’s perception of social constructivist learning environment. Journal of Educational Measurement & Evaluation Studies, 5(11), 91-118 (in Persian)
Hajhosseini, M., Kousheh, T., Lavasani, M G., & Morseli, M. (2017). The effect of cooperative learning anxiety and academic achievement in math. Applied Psychological research Quarterly, 7 (4), 117-132 (in Persian)
Hassani, M. Asghari. M. Kazemzadehbeytali, M., & Abdoli Soltanahmadi, J. (2016). The role of social support in life satisfaction of students:Examining the mediating role of school satisfaction, academic competency and self-efficacy, Journal of school psychology, 5 (4), 31-51 (in Persian)
Hejazi, E., Ghazi Tabatabaei, M., Lavasani, M G., & Moradi, A. (2015). The Teachers-Student Relationship and School Engagement: Mediating Role of Basic Psychological Needs. Applied Psychological research quarterly, 5(1), 19-40(in Persian)
Hooshmandinezhad, M., Rasooli, F., Salehi, K. (2016). Phenomenological analysis of Anxiety in Mathematics from perspective of students. Applied Psychological research Quarterly, 6 (5), 119-171 (in Persian)
Hosseini, FS., Khaier, M. (2011). The role of cognitive assessment in explaining the relationship between parenting with academic emotions and emotion regulation. Studies Teaching and Learning, 3 (1), 46-17 (in Persian)
Jenkins,LN.(2015);Demaray,MK.Psychology in the schools,V52n4P379-389
Jonassen, D. H. (1999). Toward a design theory of problem solving. Educational Technology. Research & Development, 48(4), 63-85.
Kadivar, P., Farzad, W., Kavousian, J., & Nikdel, F. (2009). Validation of Pekruns' academic questionnaire.  Journal of Educational Innovations, 32, 38-7 (in Persian)
Karagiorgi Y., & Symeou, L. (2005). Translating Constructivism into Instructional design, potential and limitations. Educational Technology Society, 8(1), 16-22.
Karami, M. (2015). Design and assessment of the effect of constructivist learning environments on satisfaction, attitudes and learning in higher education (teaching about human relations in educational organizations). Journal of Higher Education, 6 (1), 44-19 (in Persian)
kavousian J, kadivar P, farzad V. Relationship of environmental, Educational factors with school well-being: role of Psychological needs, motivational self-regulation and academic emotions. rpf, 6 (1): 10-25 (in Persian)
Lavasani, GM, Hejazi, E, Ahmadian, M. (2014).The Relationship between Cultural Context, Thinking Styles & Achievement Motivation with Academic Achievement, Applied Psychological research Quarterly, 5(2), 101-116 (in Persian)
Leung, C., Lo, S. K., & Leung, S. S. (2012). Validation of a questionnaire on behavior academic competence among Chinese preschool children. Research in developmental disabilities, 33(5), 1581-93.
Lin, S. H. (2003). The relationships between student perception of constructivist learning environment, self-directed learning, readiness, problem-solving skills, and teamwork skills. Retrospective Theses and Dissertations.
Liu, E. S. C., Ye, C. J., & Yeung, D. Y. (2015). Effects of approach to learning and self-perceived overall competence on academic performance of university students. Learning and Individual Differences, 39, 199-204.
Madani, Y., Hashemi Golpayegani., F., Lavasani, MG. (2017). Proposing an integrated model of emotional focused approach and Gottman model and its effectiveness on quality of marital relationship in married women, Applied Psychological research Quarterly, 7 (4), 73-88 (in Persian)
Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2017). Learning climate, academic competence, and anxiety during the transition to middle school: Parental attachment as a protective factor. Revue Européenne de Psychologie Appliquée/European Review of Applied Psychology. [In Press, Corrected Proof]
Mardomi, K., & Delshad, M. (2010). Flexible learning environment (the world's openness child, the system of changeable learning environment). Journal of Iranian Society of Architecture and Urban Development, 1, 118-109 (in Persian)
Meyers, L. S., Gamst, G., & Guarino, A. J. (2006). Applied multivariate research, design and interpretation. London: Sage publication.
Moosavi, SS. (2017). A prediction model academic competency based on constructive learning environment and school's identity through the mediation of academic emotion. PhD thesis in Educational Psychology, Islamic Azad University – Roudehen Branch (in Persian)
Morovati, Z., Shehni Yeylagh., M., Mehrabizadeh Honarmand, M., & Kianpour Ghahfarokhi, F. (2013) The causal relationship between constructivist learning environment perception and mathematical performance with mediation of internal goal orientation, task value, attitude toward math and math self-efficacy in high school students in Ahwaz. Psychological achievements, 4 (1), 122-91 (in Persian)
Nikdel, F., Kadivar, P., Farzad, V., Aziz-Zadeh, M., &Kavousian, J. (2012). The relationship between academic self-concept, positive and negative academic emotions with self-regulated learning. Applied Psychology, 6 (1), 119-103 (in Persian)
Pekrun, R, Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106.
Pekrun, R. (2006). The control -value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement Emotions and Academic Performance: Longitudinal Models of Reciprocal Effects. Child development. [Epub ahead of print
Putwain, D. W., Sander, P., & Larkin, D. (2013). Using the 2×2 framework of achievement goals to predict achievement emotions and academic performance. Learning and Individual Differences, 25, 80-84.
Rahmani, F., Seyedfatemi, N., Baradaran Rezaei, M., & Sedaghat, K. (2006). Relationship between parenting style with adolescent students' academic competency in schools of Tabriz, in 1382.The Quarterly Journal of Fundamentals of Mental Health, 8 (29, 30), 11-16 (in Persian)
Rastegar, A., Seif, H A., Abedini, Y. (2017). Presenting a causal model of relationship between psychological capital and teaching emotions: the mediating role of emotional exhaustion, Applied Psychological research Quarterly, 7(4), 51-71 (in Persian)
Ryan, R. M., Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American psychologist, 55, 68-78.
SabzehAra Langaroudi, M., Mohammadi, M., Mehri, Y., & Talei, A. (2014). The Components of Mental Health and Test Anxiety in Talented and Normal Schools Students. Applied Psychological research Quarterly, 5(3), 1-17 (in Persian)
Schwarzer, R., & Warner, L. M. (2013). Perceived Self-Efficacy and its Relationship to Resilience. In S. Prince-Embury and D. H. Saklofske (eds.), Resilience in Children, Adolescents, and Adults. New York.
Sepahrian Azar, F, Eghbali, A. (2015). The Relationship between Kolbb's Learning Styles and Negative and Positive academic emotion with Learning. Journal of Studies of schools and virtual Learning, 2 (8), 17-30.
Siyez, D. M., & Savi, F. (2010). Empathy and self-efficacy, and resiliency: an exploratory study of counseling students in Turkey. Procedia Social and Behavioral Sciences, 5, 459-463.
Taylor, P., Dawson, V. & Fraser, B. (1995). A constructivist perspective on monitoring classroom learning environments under transformation. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Tu, K. M., Erath, S. A., & Flanagan, K. S. (2012). Can socially adept friends protect peer-victimized early adolescents against lower academic competence? Journal of Applied Developmental Psychology, 33(1), 24-33.
Tunca, N. (2015). The regression level of constructivist learning environment characteristics on classroom environment characteristics supporting critical thinking. Eurasian Journal of Educational Research, 60, 181- 200.
Valiente, C., Lemery-Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of Children’s Academic Competence from Their Effortful Control, Relationships, and Classroom Participation. Journal of Educational Psychology, 100(1), 67-77.
Weeks, M., Ploubidis, G. B., Cairney, J., Wild, T. C., Naicker, K., & Colman, I. (2016). Developmental pathways linking childhood and adolescent internalizing, externalizing, academic competence, and adolescent depression. Journal of Adolescence, 51, 30-40.
White , G. W. , (2013) . Social- Emotional Context and Academic Competence: The Mediating Effect of Self- Efficasy. For the degree of Master of Science, New Brunwick , New Jersey.
دوره 8، شماره 2
شهریور 1396
صفحه 79-95
  • تاریخ دریافت: 02 اردیبهشت 1396
  • تاریخ بازنگری: 26 آبان 1396
  • تاریخ پذیرش: 26 مرداد 1396
  • تاریخ اولین انتشار: 01 شهریور 1396
  • تاریخ انتشار: 01 شهریور 1396