ﻣﺪل ﻋﻠّﯽ ﻣﺸﺎرﮐﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن ﺑﺮ اﺳﺎس ﺣﻤﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ و ﺳﺮﻣﺎﯾﻪی رواﻧﺸﻨﺎﺧﺘﯽ

ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺑﺎ ﻫﺪف ﺑﺮرﺳﯽ راﺑﻄﻪ ﻋﻠّﯽ ﺣﻤﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﻣﺸﺎرﮐﺖ ﺗﺤﺼﯿﻠﯽ ﺑﺎ ﻧﻘﺶ ﻣﯿﺎﻧﺠﯽ ﺳﺮﻣﺎﯾﻪی رواﻧﺸﻨﺎﺧﺘﯽ اﻧﺠﺎم ﺷﺪ. روش ﭘﮋوﻫﺶ ﻫﻤﺒﺴﺘﮕﯽ و از ﻧﻮع ﻣﺪلﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎری ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎری ﺷﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺷﺠﻮﯾﺎن ﻣﺸﻐﻮل ﺑﻪ ﺗﺤﺼﯿﻞ داﻧﺸﮕﺎه ﻓﺮﻫﻨﮕﯿﺎن اﺳﺘﺎن ﮐﺮدﺳﺘﺎن در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1399-1400 ﺑﻮد ﮐﻪ از ﻣﯿﺎن آنﻫﺎ 230 ﻧﻔﺮ (108 زن، 122 ﻣﺮد) ﺑﻪ روش ﻧﻤﻮﻧﻪﮔﯿﺮی ﺗﺼﺎدﻓﯽ ﻣﻨﻈﻢ اﻧﺘﺨﺎب ﺷﺪﻧﺪ و ﺑﻪ ﻣﻘﯿﺎس ﺣﻤﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ (ﺳﺎﻧﺪز و ﭘﻼﻧﮑﺖ، 2005)، ﭘﺮﺳﺸﻨﺎﻣﻪ ﺳﺮﻣﺎﯾﻪی رواﻧﺸﻨﺎﺧﺘﯽ (ﻟﻮﺗﺎﻧﺰ و آوﻟﯿﻮ، 2007) و ﭘﺮﺳﺸﻨﺎﻣﻪ ﻣﺸﺎرﮐﺖ ﺗﺤﺼﯿﻠﯽ (رﯾﻮ، 2013) ﭘﺎﺳﺦ دادﻧﺪ. ﺟﻬﺖ ﺗﺠﺰﯾﻪوﺗﺤﻠﯿﻞ دادهﻫﺎ از روش ﻣﺪل ﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳﺎﺧﺘﺎری از ﻃﺮﯾﻖ ﻧﺮماﻓﺰارspss-21 و 21-amos اﺳﺘﻔﺎده ﺷﺪ. ﻧﺘﺎﯾﺞ ﺗﺤﻠﯿﻞ دادهﻫﺎ ﻧﺸﺎن داد ﮐﻪ ﻣﺪل ﺑﺎ دادهﻫﺎی ﭘﮋوﻫﺶ ﺑﺮازش ﻣﻨﺎﺳﺒﯽ دارد. ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﯾﺎﻓﺘﻪﻫﺎ، ﻣﺴﯿﺮ ﻣﺴﺘﻘﯿﻢ ﺣﻤﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ ﺑﻪ ﻣﺸﺎرﮐﺖ ﺗﺤﺼﯿﻠﯽ؛ ﺳﺮﻣﺎﯾﻪی رواﻧﺸﻨﺎﺧﺘﯽ ﺑﻪ ﻣﺸﺎرﮐﺖ ﺗﺤﺼﯿﻠﯽ و ﺣﻤﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ ﺑﻪ ﺳﺮﻣﺎﯾﻪی رواﻧﺸﻨﺎﺧﺘﯽ، ﻣﻌﻨﯽدار 0/01

causal model of students' academic engagement based on academic support and psychological capital

the aim of this study was to investigate the causal relationship between academic support and academic engagement with the mediating role of psychological capital. for this purpose, 230 students (108 females, 122 males) at the farhangian university of kurdistan were selected by systematic random sampling. data were collected using sands and plunkett’s, academic support scale, luthans and avolio’s psychological capital questionnaire, and reeve’s academic engagement questionnaire. data was analyzed via path analysis using structural equation modeling. the findings corroborated the good fitness of the model with the research data. according to the results, the direct path from academic support to academic engagement, psychological capital to academic engagement, and academic support to psychological capital was significant (p <0.01). the indirect path from academic support to academic engagement through psychological capital was also significant (p <0.01).  in sum, the results of this research show that academic support by affecting psychological capital can lead to effective involvement of students in educational and learning activities.