الگوی علی روابط بین خودشناسی انسجامی، سبک‌های هویت و پیشرفت تحصیلی در بین دانشجویان

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران

2 گروه علوم تربیتی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران

چکیده

هدف تحقیق حاضر، بررسی الگوی علی روابط بین ارتباط علی خودشناسی انسجامی، سبک‌های هویت و پیشرفت تحصیلی در بین دانشجویان کارشناسی ارشد دانشگاه آزاد در شهرستان ارومیه بوده است. روش تحقیق همبستگی و از نوع مدل­یابی معادلات ساختاری، و جامعه آماری نیز شامل کلیه دانشجویان کارشناسی ارشد دانشگاه آزاد اسلامی واحد ارومیه بوده که تعداد آن‌ها 6800 نفر می‌باشد. روش نمونه‌گیری تحقیق تصادفی طبقه‌ای و حجم نمونه با عنایت به فرمول کوکران 364 نفر بوده است. جهت گردآوری اطلاعات از سه نوع پرسشنامه شامل مقیاس خودشناسی انسجامی (قربانی، 2003)، سیاهه سبک‌های هویت برزونسکی (1989) و کارنامه تحصیلی دانشجویان استفاده شده است. برای تجزیه ‌و تحلیل داده­ها از تحلیل عاملی تائیدی، آمار توصیفی و استنباطی استفاده گردید. نتایج حاصل از مدل­یابی معادلات ساختاری نشان داد که اثر غیرمستقیم خودشناسی انسجامی بر پیشرفت تحصیلی از طریق سبک هویت اطلاعاتی، سبک هویت سردرگم و سبک هویت تعهد، مثبت و معنی­دار است. ولی اثر غیرمستقیم خودشناسی انسجامی بر پیشرفت تحصیلی از طریق سبک هویت هنجاری معنی‌دارنیست. به‌عبارت ‌دیگر،خودشناسی انسجامی از طریق سبک هویت اطلاعاتی، سبک هویت سردرگم و سبک هویت بر پیشرفت تحصیلی تأثیر می‌گذارد، اما خودشناسی انسجامی از طریق سبک هویت هنجاری بر پیشرفت تحصیلی تأثیر معنی‌داری ندارد.

کلیدواژه‌ها


عنوان مقاله [English]

Causal relationship between integrative self-knowledge .....

نویسندگان [English]

  • Javad Keyhan 1
  • Nazila ahangari andariyan 2
1 Department of Educational Sciences, Urmia branch, Islamic Azad University, Urmia, iran
2 islamic azad university of urmia
چکیده [English]

The purpose of this study was to investigate causal relationship between integrative self-knowledge, identity styles and academic achievement among students of Azad University in Urmia city. The research method is correlation and structural equation modeling. The statistical population is includes all master's students of Islamic Azad University of Urmia, whose number 6800 people. The stratified random sampling method and the sample size were according to the Cochran formula 364 people. To collect information,, were used three types of questionnaires including integrative self-knowledge Scale (Ghorbani, 2003), Berezunsky Identity Styles (1989), and Academic record students. Descriptive and inferential statistics were used to organize, summarize and analyze the data. The results of structural equation modeling showed that the indirect effect of coherence self-knowledge on academic achievement is positive and significant through the style of information identity, confused identity style and commitment identity style. However, the indirect effect of coherence self-knowledge on academic achievement is not significant through the style of normative identity. In other words, integrative self-knowledge affects the academic achievement through the style of information identity, the confused identity styles, and the style of identity. But integrative self-knowledge does not have a significant effect on academic achievement through normative identity style.

کلیدواژه‌ها [English]

  • Integrative Self-Knowledge
  • Identity Sstyles
  • academic achievement

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