ارائه مدل علی پیش بینی رضایت‌تحصیلی بر اساس الگوهای ارتباطی خانواده با توجه به نقش واسطه ای باورهای خودکارآمدی در میان دانشجویان دوره‌های مجازی دانشگاه شیراز

رﺿﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ از ﻋﻮاﻣﻞ ﮐﻠﯿﺪی در اﯾﺠﺎد و ﺗﻮﺳﻌﻪی ﺗﺠﺎرب رﻗﺎﺑﺘﯽ در آﻣﻮزش ﻋﺎﻟﯽ و اﻓﺰاﯾﺶ آﮔﺎﻫﯽ در ﻓﺮاﯾﻨﺪ آﻣﻮزﺷﯽ و ﻋﻼﻗﻪﻣﻨﺪی داﻧﺶآﻣﻮزان ﺑﻪ ﯾﺎدﮔﯿﺮی ﻣﺤﺴﻮب ﻣﯽﺷﻮد. ﻟﺬا اﯾﻦ ﭘﮋوﻫﺶ ﺑﺎ ﻫﺪف اراﺋﻪ ﻣﺪل ﻋﻠﯽ ﭘﯿﺶﺑﯿﻨﯽ رﺿﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ از ﮐﻼسﻫﺎی آﻧﻼﯾﻦ ﺑﺮ اﺳﺎس اﻟﮕﻮﻫﺎی ارﺗﺒﺎﻃﯽ ﺧﺎﻧﻮاده ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﻧﻘﺶ واﺳﻄﻪای ﺑﺎورﻫﺎی ﺧﻮدﮐﺎرآﻣﺪی در ﻣﯿﺎن داﻧﺸﺠﻮﯾﺎن دورهﻫﺎی ﻣﺠﺎزی داﻧﺸﮕﺎه ﺷﯿﺮاز ﺑﻪ روش ﺗﺤﻠﯿﻞ ﻣﺴﯿﺮ، اﻧﺠﺎم ﺷﺪه اﺳﺖ. روش ﭘﮋوﻫﺶ از ﻣﻨﻈﺮ ﺷﯿﻮه اﺟﺮا ﺗﻮﺻﯿﻔﯽ از ﻧﻮع ﻫﻤﺒﺴﺘﮕﯽ اﺳﺖ. ﺑﺮای اﯾﻦ ﻣﻨﻈﻮر 331 ﻧﻔﺮ )214 دﺧﺘﺮ و 117 ﭘﺴﺮ( از داﻧﺸﺠﻮﯾﺎن دورهﻫﺎی ﻣﺠﺎزی داﻧﺸﮕﺎه ﺷﯿﺮاز اﻧﺘﺨﺎب و ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪای ﺧﻮدﮔﺰارﺷﯽ ﻣﺘﺸﮑﻞ از ﺧﺮده ﻣﻘﯿﺎسﻫﺎ ﯾﺎ اﻟﮕﻮﻫﺎی ارﺗﺒﺎﻃﯽ ﺧﺎﻧﻮاده ﮐﻮﺋﺮﻧﺮ و ﻓﯿﺘﺪرﭘﺎﺗﺮﯾﮏ )2002(، ﺑﺎورﻫﺎی ﺧﻮدﮐﺎرآﻣﺪی ﻣﻮرﯾﺲ )2001( و رﺿﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ ﻟﻨﺖ و ﻫﻤﮑﺎران )2007( ﭘﺎﺳﺦ دادﻧﺪ. وﯾﮋﮔﯽﻫﺎی ﻓﻨﯽ اﺑﺰارﻫﺎی اﻧﺪازهﮔﯿﺮی ﻧﯿﺰ ﺑﺮرﺳﯽ و ﻣﻮرد ﺗﺄﯾﯿﺪ ﻗﺮار ﮔﺮﻓﺖ. ﺑﻪﻃﻮرﮐﻠﯽ ﯾﺎﻓﺘﻪﻫﺎی ﭘﮋوﻫﺶ ﻧﺸﺎن داد ﮐﻪ اﻟﮕﻮﻫﺎی ارﺗﺒﺎﻃﯽ ﮔﻔﺖوﺷﻨﻮد از ﻃﺮﯾﻖ واﺳﻄﻪﮔﺮی ﺑﺎورﻫﺎی ﺧﻮدﮐﺎرآﻣﺪی ﺑﻪﺻﻮرت ﻏﯿﺮﻣﺴﺘﻘﯿﻢ و ﻣﺜﺒﺖ و اﻟﮕﻮی ارﺗﺒﺎﻃﯽ ﻫﻤﻨﻮاﯾﯽ ﺑﻪﺻﻮرت ﻏﯿﺮﻣﺴﺘﻘﯿﻢ و ﻣﻨﻔﯽ رﺿﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ داﻧﺸﺠﻮﯾﺎن را ﺗﺤﺖ ﺗﺄﺛﯿﺮ ﻗﺮار ﻣﯽدﻫﻨﺪ. ﺿﻤﻨﺎ ً در ﻣﺪل ﺑﺮازش ﺷﺪه اﯾﻦ ﭘﮋوﻫﺶ 27 درﺻﺪ از وارﯾﺎﻧﺲ رﺿﺎﯾﺖ ﺗﺤﺼﯿﻠﯽ ﺗﻮﺳﻂ اﻟﮕﻮﻫﺎی ارﺗﺒﺎﻃﯽ ﺧﺎﻧﻮاده و ﺑﺎورﻫﺎی ﺧﻮدﮐﺎرآﻣﺪی ﺗﺒﯿﯿﻦ ﮔﺮدﯾﺪ.

causal model presentation for predicting academic satisfaction based on family communication patterns considering the mediating role of self-efficacy beliefs

academic satisfaction is a key factor in creating competitive experiences in higher education, enhancing awareness in the educational process, and fostering students’ interest in learning. therefore, this study aims to present a causal model for predicting academic satisfaction in online classes based on family communication patterns, taking into account the mediating role of self-efficacy beliefs among virtual students at shiraz university through path analysis. the research method is descriptive and correlational in nature in terms of implementation approach. for this purpose, 331 students (214 females and 117 males) from shiraz university’s virtual courses were selected and responded to a self-administered questionnaire consisting of subscales such as koerner and fitzpatrick’s (2002) family communication patterns, morris’ (2001) self-efficacy beliefs, and lent et al.’s (2007) academic satisfaction. the technical characteristics of the measurement tools were reviewed and confirmed. overall, the findings indicated that conversational communication patterns indirectly and positively, and conformity communication patterns indirectly and negatively, affect students’ academic satisfaction through the mediation of self-efficacy beliefs. additionally, in the fitted model of this study, 27% of the variance in academic satisfaction was explained by family communication patterns and self-efficacy beliefs.