ارائه مدل پایستگی تحصیلی مبتنی بر ابعاد انگیزشی(انگیزش پیشرفت، اهداف تسلط)

هدف :هدف اصلی این پژوهش مطالعه عوامل موثر بر پایستگی تحصیلی از بعد انگیزشی شامل انگیزش پیشرفت و اهداف تسلط بوده است. روش: برای رسیدن به این هدف از روش همبستگی از نوع مدل سازی معادلات ساختاری استفاده گردیده شد. جامعه آماری این پژوهش را کلیه دانشجویان سال دوم مقطع کارشناسی دانشگاههای آزاد شهر تهران در سال تحصیلی 1400-1401تشکیل داده اند. در روش شناسی مدل یابی معادلات ساختاری حجم نمونه می تواند بین 5 تا 15 مشاهده به ازای هر متغیر اندازه گیری شده تعیین گردد. بدین جهت تعداد نمونه 384 نفر تعیین گردید. نمونه گیری به شیوه تصادفی خوشه ای چند مرحله ای انجام شد. ابزار گردآوری داده ها شامل 3 پرسشنامه پایستگی تحصیلی، پرسشنامه انگیزش پیشرفت هرمنس و پرسشنامه عوامل انگیزشی گرین بود. داده های به دست آمده از طریق مدل سازی معادلات ساختاری و با استفاده از نرم افزار لیزرل مورد تجزیه و تحلیل آماری قرار گرفتند. یافته ها: بر اساس آزمون مدل نهایی معلوم شد همه شاخص های برازندگی در دامنه مورد قبول قرار دارند و مدل مفروض به طور کاملی با داده های نمونه برازش دارد. همچنین یافته حاصل از آزمون فرضیه ی اصلی در مدل نهایی نشان داد بین پایستگی تحصیلی و ابعاد انگیزشی (انگیزش تحصیلی و اهداف تسلط) ارتباط مثبت و معناداری وجود دارد .

a model for academic buoyancy based on motivational dimension (achievement motivation,, mastery goals)

the main purpose of this study was to study the factors affecting academic buoyancy in terms of motivation including achievement motivation and mastery goals. to achieve this goal, the correlation method of structural equation modeling was used. the statistical population of this study is all second year undergraduate students of tehran azad university in the academic year1400-1401. in structural equation modeling methodology, the sample size can be determined between 5 to 15 observations per measured variable. therefore, the sample number was 384. multi-stage cluster random sampling was performed. data collection tools included 3 academic buoyancy questionnaires, hermans achievement motivation questionnaire and green motivational factors questionnaire. the obtained data were statistically analyzed through structural equation modeling and lisrel software. in the model of the relationship between academic buoyancy and achivement motivation, the chi-square value obtained was equal to 36.30, which was not significant at the 0.05 level and indicated the appropriate fit of the model. also, in the model of the relationship between academic buoyancy and mastery goals, the chi-square value obtained was equal to 162.65, which is not significant at the 0.05 level and indicates the appropriate fit of the model. based on the final model test, it was found that all fit indicators are acceptable in the range and the assumed model fits perfectly with the sample data. also, the findings of the main hypothesis test in the final model showed that there is a positive and significant relationship between academic buoyancy and motivational dimensions (achievement motivation and mastery goals).one of the main challenges in educational environments is to optimize the learning environment and process in order to prevent academic failure, dropout, and help learners achieve maximum performance. (huitt, 2007) believes that as we move from the industrial age to the information age, an important issue is how to prepare students for success in later life. it is obvious that this (scholarly progress and success of learners) will not be possible except by comprehensively engaging learners in academic assignments and preventing them from dropping out and becoming disinterested in studying science. it is obvious that during the years of education, most students face challenges, pressures, and stresses that are part of the reality of everyday life in the educational environment and can affect their academic performance. among these problems, we can mention the inability to withstand academic failures and return to normal routines, which is an important part of learners' academic progress. education researchers call this ability academic retention.(barrent, 2012) reviews the research and states that the construct of academic resilience emerged from research on resilience, which itself originated from the literature related to children at risk of psychological vulnerability, and describes students who, despite experiencing severe, severe, and chronic adversity, were able to cope with problems and succeed in their studies. in fact, academic resilience is a concept that is used in relation to problems related to school and educational spaces and covers superficial and minor educational problems, while in academic resilience we are faced with larger problems in educational environments. this construct seems to be consistent with the framework of positive psychology because resilience research focuses on learners' ability to deal with everyday academic conflicts and challenges, such as low grades and exam pressures, rather than focusing on the risk of psychological damage. resilience refers to the assessment of responses to past unpleasant experiences and the assessment of one's ability to cope with failure.