اثربخشی برنامه آموزشی مبتنی بر مدل علی انگیزش تحصیلی بر اساس حمایت ادراک‌شده معلم و خوش‌بینی تحصیلی با نقش واسطه‌ای خودکارامدی تحصیلی بر درگیری تحصیلی

هدف: هدف تحقیق حاضر اثربخشی برنامه آموزشی مستخرج از مدل انگیزش تحصیلی بر اساس حمایت ادراک شده معلم و خوشبینی تحصیلی با نقش واسطه ای خودکارامدی تحصیلی بر درگیری تحصیلی دانش آموزان بود.روش: تحقیق ازنظر روش نیمه آزمایشی از نوع طرح پیش آزمون - پس آزمون با گروه کنترل انجام شد. جامعه آماری پژوهششامل تمام دانش آموزان مشغول به تحصیل در پایه دوازدهم ناحیه 1 و 2 سنندج به تعداد 1638 نفر و حجم نمونه در این پژوهش 30 نفر (در دو گروه آزمایش 15 نفر و کنترل 15 نفر) در نظر گرفته شد که به طور تصادفی در گروه گمارش شدند.جهت گردآوری داده ها از پرسشنامه درگیری تحصیلی زرنگ ( 1391 ) استفاده و برای تجزیه وتحلیل داده های از آزمون تحلیل کوواریانس چندمتغیره استفاده شد.یافته ها: نتایج بدست آمده نشان داد که برنامه آموزشی مستخرج از مدل بر بعد شناختی درگیری تحصیلی (p<0/031)، بر بعد انگیزشی درگیری تحصیلی (p<0/004) و بر بعد رفتاری درگیری تحصیلی (p<0/003) دانشآموزان تاثیر معنی داری داشت. با توجه به نتایج می توان نتیجه گرفت که روانشناسان حوزه تربیتی و مشاوره تحصیلی جهت افزایش درگیری تحصیلیو مشارکت بیشتر دانش آموزان در کلاس درس و مدرسه مفاهیم انگیزش تحصیلی، حمایت ادراک شده معلم، خوشبینی تحصیلی و خودکارامدی تحصیلی را در دوره های آموزشی خود به دانش آموزان آموزش دهند.

the effectiveness of the educational program based on thecausal model of academic motivation based on perceivedteacher support and academic optimism with themediating role of academic self-efficacy on students'

the purpose of this research is to find the relationship between self-efficacy and academic achievement motivation, which means that self-efficacy is the belief that i can and refers to a person's beliefs about the ability to do a task, and its application is when a person thinks about his abilities. he judges along with success. self-efficacy as a motivational factor leads to an increase in academic performance and satisfaction. therefore, the identification and application of factors affecting self-efficacy can have a significant impact on academic success and the realization of educational goals. self-efficacy as a motivational factor leads to an increase in academic performance and satisfaction. therefore, the identification and application of factors affecting self-efficacy can have a significant impact on academic success and the realization of educational goals. the method of this research is qualitative research. the extracted data and specialized titles have been collected using reliable library and field sources. the main question is whether there is a relationship between self-efficacy and academic achievement. self-efficacy is formed through innumerable internalizations and externalizations, and self-efficacy through internal motivation causes a person to work spontaneously in the environment and achieve self-efficacy beliefs with the results of research conducted. in this context, it appears that self-efficacy plays an important role in learning and increases motivation and academic progress.academic progress is one of the most important concepts of educational psychology, which has received extensive theoretical and experimental research and studies. the main purpose of this study is to investigate the relationship between self-efficacy and learning and academic progress. the main question is whether there is a relationship between self-efficacy and academic achievement? self-efficacy is formed during innumerable internalizations and externalizations, which self-efficacy through internal motivation causes a person to work spontaneously in the environment and achieve self-efficacy beliefs.self-efficacy is the belief that a person has in his abilities to organize and implement the necessary actions in the upcoming situations. in other words, self-efficacy is a person's belief in his abilities to succeed in a given situation. bandura considered such faith to be the determining factor in people's way of thinking, behavior and emotions when he published his article titled automatic approach to an integrative theory of behavioral change in 1997. this issue has become one of the most famous topics in psychology and research. much has been made about it. but why is self-efficacy so important among psychologists and educators? because as bandura and other researchers have shown, self-efficacy affects everything from psychological states to behavior that leads to motivation and motivation.feeling of low self-efficacy; it causes people to avoid any work that they believe is beyond their abilities, and symptoms such as anxiety, discomfort, depression and psychosomatic symptoms are identified (bandura, 1993). according to the above, it can be said that a high sense of self-efficacy plays an important role in academic progress. almost all people can achieve the goals they want, change the things they want to change, and achieve the things they like. however, most people also know that implementing these plans and plans is not so simple.