رابطه ساختاری خود- طرحواره‌های ریاضی با اشتیاق ریاضی: نقش میانجی باورهای توانایی- انتظار و ارزش تکلیف

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

2 استاد، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران

3 استاد، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

4 دانشیار، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران.

5 دانشیار، گروه سنجش و اندازه گیری، دانشکده روانشناسی و علوم تربیتی، دانشگاه علامه طباطبائی، تهران، ایران.

چکیده

هدف از پژوهش حاضر، بررسی رابطه ساختاری خود- طرحواره‌های ریاضی با اشتیاق ریاضی با نقش میانجی باورهای توانایی- انتظار و ارزش تکلیف بود. این پژوهش از نوع پژوهش همبستگی با استفاده از مدل­یابی معادلات ساختاری بود که 500 نفر از دانش­آموزان دختر پایه­های یازدهم رشته تجربی و ریاضی شهر تهران سال 1398به روش نمونه­گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند. همه آن­ها پرسشنامه‌های خودطرحواره ریاضی (MSEQ)، انتظار- ارزش سمنان (SEVQ)، هزینه تکلیف ریاضی (TCS) و اشتیاق ریاضی (MEQ) را تکمیل نمودند. روابط درونی متغیرها با روش معادلات ساختاری آزمون شد. یافته‌ها نشان داد خود- طرحواره‌های ریاضی به‌صورت مستقیم بر باورهای توانایی- انتظار تأثیر مثبت داشت. خود- طرحواره‌های هم به‌صورت مستقیم و هم به‌صورت غیرمستقیم و با میانجی‌گری باورهای توانایی- انتظار بر ارزش تکلیف تأثیر داشت. باورهای توانایی- انتظار ریاضی نیز، به‌صورت مستقیم بر ارزش تکلیف ریاضی تأثیر داشت. خود- طرحواره‌های ریاضی بر اشتیاق ریاضی معنا‌دار نبود؛ اما اثر غیرمستقیم آن معنادار بود. اثر مستقیم باورهای توانایی- انتظار هم به‌صورت مستقیم و هم به‌صورت غیرمستقیم و با میانجی‌گری ارزش تکلیف بر اشتیاق ریاضی تأثیر داشت. مسیر مربوط به ‌اثر مستقیم ارزش تکلیف ریاضی بر اشتیاق ریاضی نیز معنا‌دار بود. بنابراین، خودطرحواره‌های ریاضی به‌واسطه باورهای توانایی انتظار و ارزش تکلیف ریاضی بر اشتیاق ریاضی تأثیر داشتند.

کلیدواژه‌ها


عنوان مقاله [English]

The Structural Relationship between Mathematical Self-Schema and Math Enthusiasm: The Mediating Role of Ability-Expectancy Beliefs and Task Value

نویسندگان [English]

  • fakhrisadat hosseini 1
  • Esmaeil Sadipour 2
  • Fariborz Dortaj 3
  • Siavash Talepasand 4
  • Asghar Minai 5
1
2 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabataba’i University, Tehran, Iran
3 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
4 Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
5 Associate Professor, Department of Assessment and Measurement, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran
چکیده [English]

The aim of the present study was to investigate the structural relationship between mathematical self-schemas and math Enthusiasm with the mediating role of ability-expectation beliefs and task value. This study was a correlational research using structural equation modeling. The sample included 500 female students in the 11th grade studying mathematics and science courses in Tehran. The participants were selected through multi-stages clustering method. All subjects completed the Math Self-Schemas, Semnan Expectancy-Value Questionnaire, Task Cost and Math Enthusiasm Questionnaires. The internal relationships of the variables were tested using the structural equation modeling method. The findings showed that mathematical self-schemas had a direct and positive effect on ability-expectancy beliefs. The effect of self-schemas on task value was also mediated by ability-expectancy beliefs. Ability-expectancy beliefs also directly affected the math task value. Although the direct effect of mathematical self-schemas on math enthusiasm was not significant; its indirect effect seemed to be significant. The effect of ability-expectancy beliefs on math enthusiasm was also mediated by task value. The path indicating the direct effect of the math task value on math enthusiasm was also significant. Thus, based on the findings, math self-schemas seem to influence math enthusiasm through beliefs about the ability to expect, and the math task value.

کلیدواژه‌ها [English]

  • Math Enthusiasm
  • Mathematical Self-Schemas
  • Ability-Expectancy Beliefs
  • Task Value
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دوره 11، شماره 4
اسفند 1399
صفحه 201-225
  • تاریخ دریافت: 25 اردیبهشت 1399
  • تاریخ بازنگری: 09 مرداد 1399
  • تاریخ پذیرش: 14 مرداد 1399
  • تاریخ اولین انتشار: 26 بهمن 1399
  • تاریخ انتشار: 01 اسفند 1399