الگوی سواد یادگیری مادام‌العمر و نیازهای روان‌شناختی: نقش میانجی سرمایه‌های روان‌شناختی

نوع مقاله : مقاله پژوهشی

نویسندگان

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

2 استادیار گروه روان شناسی تربیتی دانشکده روان شناسی و علوم تربیتی دانشگاه تهران. تهران، ایران

3 دانشجوی کارشناسی ارشد روان شناسی تربیتی- دانشکده روان شناسی و علوم تربیتی دانشگاه تهران. تهران، ایران.

4 دانشجوی کارشناسی ارشد روان شناسی تربیتی- دانشکده روان شناسی و علوم تربیتی دانشگاه تهران. تهران، ایران

چکیده

هدف از پژوهش کاربردی حاضر شناسایی نقش واسطه‌ای سرمایه‌های روان‌شناختی در ارتباط نیازهای روان‌شناختی و سواد یادگیری مادام‌العمر بود. پژوهش حاضر به روش توصیفی و برای شناسایی روابط میان متغیرها در قالب مدل ساختاری، در طرح پژوهش هم‌بستگی انجام گرفت؛ بنابراین روابط میان متغیرها در قالب الگوی ساختاری آزموده شد. جامعة آماری شامل دانش‌آموزان سال دوازدهم مقطع متوسطۀ شهرستان ابهر (ایران) بود که در سال تحصیلی 1400-1399 مشغول تحصیل بودند. از بین آن‌ها 435 دانش‌آموز (384 دختر و 51 پسر) به روش نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب شدند و به پرسشنامه‌های نیازهای اساسی روان‌شناختی (BNSG-S)، سرمایه‌های روان‌شناختی (PCQ) و سواد یادگیری مادام‌العمر (LLL) پاسخ دادند. داده‌ها با استفاده از روش مدل‌یابی معادلات ساختاری و با استفاده از نرم‌افزار Amos-24 تحلیل شدند و به‌منظور تعیین پایایی ابزار از روش پایایی ترکیبی استفاده شد. نتایج نشان داد، رابطة مستقیم نیازهای روان‌شناختی با سرمایه‌های روان‌شناختی (001/0 P≤،73/0 =β) و رابطة مستقیم سرمایه‌های روان‌شناختی با سواد یادگیری مادام‌العمر (001/0P≤، 70/0 =β) معنادار بود. همچنین سرمایه‌های روان‌شناختی، رابطة بین نیازهای اساسی روان‌شناختی و سواد یادگیری مادام‌العمر را به‌صورت کامل میانجی‌گری می‌کرد؛ درنتیجه می‌توان با ارضای بیشتر نیازهای اساسی روان‌شناختی دانش‌آموزان، سرمایه‌های روان‌شناختی آن‌ها را بارور کرد و به‌تبع آن، میزان سواد یادگیری مادام‌العمر آن‌ها را افزایش داد.

کلیدواژه‌ها


عنوان مقاله [English]

The Lifelong Learning Literacy Model and Psychological Needs: The Mediating Role of Psychological Capital

نویسندگان [English]

  • Mina Nezami 1
  • Mansoureh Hajhosseini 2
  • Mahdi Sadri 3
  • Motahareh Akbari Moqaddam kakhki 4
1 Phd Student of Educational Psychology. Faculty of Psychology and Educational Sciences . University of Tehran. Tehran, Iran.
2 Department of Educational Psychology and Counseling , Faculty of Psychology and Educational Sciences . University of Tehran. Tehran, Iran
3 MA Student of Educational Psychology. Faculty of Psychology and Educational Sciences . University of Tehran. Tehran, Iran
4 MA Student of Educational Psychology. Faculty of Psychology and Educational Sciences . University of Tehran. Tehran, Iran
چکیده [English]

The purpose of this study was to identify the mediating role of psychological capital in the relationship between psychological needs and lifelong learning literacy. The present study was conducted in a descriptive manner to identify the relationships among variables in the form of a structural model in the correlational research design; therefore, the relationships among variables were tested in the form of a structural model. The statistical population included all twelfth grade high school students in Abhar (Iran) who were studying in the academic year 2020-2021. Among them, 435 students (51 males and 385 females) were selected by multistage cluster random sampling and answered the questionnaires on basic psychological needs (BNSG-S), psychological capital (PCQ), and lifelong learning literacy (LLL). The data were analyzed using the structural equation modeling method with Amos-24, and the combined reliability method was used to determine the reliability of the instrument. The results showed that the direct relationship between psychological needs and psychological capital (P < 0.001, β = 0.73) and the direct relationship between psychological capital and lifelong learning literacy (P ≤ 0.001, β = 0.70). Psychological capital also fully mediated the relationship between basic psychological needs and lifelong learning literacy, so that by satisfying more basic psychological needs of students, their psychological capital could be fertilized. As a result, their lifelong learning literacy increased.

کلیدواژه‌ها [English]

  • Basic Psychological Needs
  • Psychological Assets
  • Lifelong Learning Literacy
قاسم، م.، و حسین چاری، م. (1391). تاب آوری روان‌شناختی و انگیزش درونی - بیرونی: نقش واسطه‌ای خودکارآمدی. روانشناسی تحولی (روانشناسان ایرانی). 9(33)، 71-61.
References
Bartholomew, K. J., Ntoumanis, N., Ryan, R. M., Bosch, J. A., & Thøgersen-Ntoumani, C. (2011). Selfdetermination theory and diminished functioning: The role of interpersonal control and psychological need thwarting. Personality and Social Psychology Bulletin, 37(11), 1459–1473.
Bryce, J., & Withers, G. (2003). Engaging secondary students in lifelong learning. Australian Council for Educational Research.
Carmona–Halty, M., Salanova, M., Llorens, S., &Schaufeli, W. B. (2019). How psychological capital mediates between study–related positive emotions and academic performance. Journal of Happiness Studies20(2), 605-617.
Chen, B., Vansteenkiste, M., Beyers, W., Boone, L., Deci, E. L., der Kaap-Deeder, V., ... & Verstuyf, J. (2015). Basic psychological need satisfaction, need frustration, and need strength across four cultures. Motivation and Emotion, 39(2), 216-236.
Coşkun, Y. D., & Demirel, M. (2010). Lifelong learning tendency scale: the study of validity and reliability. Procedia-Social and Behavioral Sciences, 5, 2343-2350.
Deci, E. L., Ryan, R. M., & Williams, G. C. (1996). Need satisfaction and the self-regulation of learning. Learning and Individual Differences, 8(3), 165-183.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self determination of behavior. Psychological Inquiry, 11(4), 227–268.
Delors, J. (1996). Report to UNESCO on Education for the 21st Century-Learning: The Treasure Within.
Demirel, M., & Akkoyunlu, B. (2017). Prospective teachers lifelong learning tendencies and information literacy self-efficacy. Educational Research and Reviews12(6), 329-337.
Faure, E. (1972). Learning to be: The World of Education Today and Tomorrow. UNESCO.
Gagné, M. (2003). The role of autonomy support and autonomy orientation in prosocial behavior engagement. Motivation and Emotion, 27(3), 199-223.
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology/Psychologie Canadienne, 49(3), 233.
Huang, R. H., Liu, D. J., Tlili, A., Yang, J. F., & Wang, H. H. (2020). Handbook on facilitating flexible learning during educational disruption: The Chinese experience in maintaining undisrupted learning in COVID-19 outbreak. Beijing: Smart Learning Institute of Beijing Normal University, 46.
Istance, D. (2003). Schooling and lifelong learning: Insights from OECD analyses. European Journal of Education38(1), 85-98.
Jafri, M. H. (2013). A study of the relationship of psychological capital and students' performance. Business Perspectives and Research1(2), 9-16.
Kharazmi A, Kareshki H, Moshki M. (2014). The role of satisfying basic psychological needs and cognitive beliefs in the intrinsic motivation of E-learning students. Journal of Virtual Learning in Medical Sciences, 4(4), 9-17.
Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford Publications.
Kline, R. B. (2011). Convergence of structural equation modeling and multilevel modeling.
Kreber, C., & Mhina, C. (2005). Just plain rhetoric? An analysis of mission statements of Canadian universities identifying their verbal commitments to facilitating and promoting lifelong learning. Canadian Journal of University Continuing Education, 31(1).
Kusurkar, R. A., Croiset, G., Mann, K. V., Custers, E., & Ten Cate, O. (2012). Have motivation theories guided the development and reform of medical education curricula? A review of the literature. Academic Medicine, 87(6), 735–743.
Lassen, S. R., Steele, M. M., & Sailor, W. (2006). The relationship of school wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools43(6), 701-712.
Li, A. M., & Tsai, C. (2007). An indicator system for adult lifelong learning literacy. The Journal of Human Resource and Adult Learning3(3), 61-69.
Liao, R. X., & Liu, Y. H. (2016). The impact of structural empowerment and psychological capital on competence among Chinese baccalaureate nursing students: A questionnaire survey. Nurse Education Today, 36, 31-36.
Ling-Ping, Z. W., & Kai-feng, Q. U. (2013). Interaction Among Middle School Students' Academic Self-Efficacy: Procrastination and Burnout [J]. Journal of Xihua University (Philosophy & Social Sciences), 2, 1-5.
Liu, W. C., Wang, C. K. J., Kee, Y. H., Koh, C., San, B., Lim, C., & Chua, L. (2014). College students’ motivation and learning strategies profiles and academic achievement: A self-determination theory approach. Educational Psychology, 34(3), 338–353.
Luthans, F., & Youssef, C. M. (2007). Emerging positive organizational behavior. Journal of management, 33(3), 321-349.
Luthans, F., Youssef, C. M., &Avolio, B. J. (2007). Psychological capital: Investing and developing positive organizational behavior. Positive Organizational Behavior1(2), 9-24.
Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school students’ psychological capital on academic performance. journal of education for business, 87(5), 253-259.
Medel-Anonuevo, C., Ohsako, T., &Mauch, W. (2001). Revisiting Lifelong Learning for the 21st Century. Hamburg: UNESCO Institute for Education.
Merriam, S., &Caffarella, R. S. (1999). Learning in Adulthood: A Comprehensive Guide. San Francisco: Jossey-Bass.
Mezirow, J. (1991). Transformation theory and cultural context: A reply to Clark and Wilson. Adult Education Quarterly41(3), 188-192.
Organisation for Economic Co-operation and Development. (2000). Literacy in the information age: Final report of the International Adult Literacy Survey. OECD Publishing.
Ozen, Y. (2011). Perceptual learning theory, learning by changing and improving for a lifetime. University of Dicle. Journal of Institute of Social Sciences, 3(6), 1-16.
Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology, 86(2), 193.
Paloș, R., Sava, S. L., &Vîrgă, D. (2020). The role of teacher support, students’ need satisfaction, and their psychological capital in enhancing students’ self-regulated learning. Studia Psychologica62(1), 44-57.
Pesen, A. (2017). The analysis of high school students' tendencies about lifelong learning. Universal Journal of Educational Research, 5(n12A), 26-31.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. Pintrich, & M. Zeidner (Eds.), The handbook of self-regulation: Theory, research, and applications (pp. 451–502). San Diego: Academic Press.
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33.
Power, C. (2014). The power of education: Education for all, development, globalisation and UNESCO (Vol. 27). Springer.
Putra, P., Liriwati, F. Y., Tahrim, T., Syafrudin, S., & Aslan, A. (2020). The students learning from home experiences during Covid-19 school closures policy in Indonesia. JurnalIqra': KajianIlmu Pendidikan5(2), 30-42.
Shi-chang D. (2012). The Relationship between SelfEfficacy, Academic Motivation and Procrastination among College Students of Engineering. Journal of Guizhou Normal College. 8(1), 1-8.
Tsoi, S. L. T. A., de Boer, A., Croiset, G., Koster, A. S., van der Burgt, S., &Kusurkar, R. A. (2018). How basic psychological needs and motivation affect vitality and lifelong learning adaptability of pharmacists: a structural equation model. Advances in Health Sciences Education23(3), 549-566.
Vanno, V., Kaemkate, W., & Wongwanich, S. (2014). Relationships between academic performance, perceived group psychological capital, and positive psychological capital of Thai undergraduate students. Procedia-Social and Behavioral Sciences, 116, 3226-3230.
Velicer, W. F., & Fava, J. L. (1998). Affects of variable and subject sampling on factor pattern recovery. Psychological Methods, 3(2), 231.
Verleysen, B., Lambrechts, F., & Acker, F. V. (2015). Building psychological capital with appreciative inquiry: Investigating the mediating role of basic psychological need satisfaction. The Journal of Applied Behavioral Science, 51(1), 10–35.
Wei, M., Shaffer, P. A., Young, S. K., & Zakalik, R. A. (2005). Adult attachment, shame, depression, and loneliness: the mediation role of basic psychological needs satisfaction. Journal of Counseling Psychology, 52(4), 591.
Wu, M. L. (2004). Lifelong Learning: Ideas and Practices. Taipei: Wu Nan Publisher.
Yang, J., & Yorozu, R. (2015). Building a Learning Society in Japan, the Republic of Korea and Singapore. UIL Publication Series on Lifelong Learning Policies and Strategies: No. 2. UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany.