بررسی رابطه محیط حامی خودمختاری و هیجان‌های پیشرفت مثبت دانشجویان هنر در دوران همه‌گیری بیماری کووید-19: نقش واسطه‌ای اهداف پیشرفت

پژوهش حاضر با هدف بررسی رابطه میان محیط حامی خودمختاری و هیجان‌های پیشرفت مثبت در دانشجویان رشته هنر با نقش واسطه‌ای اهداف پیشرفت انجام شد. جامعه آماری پژوهش، کلیه دانشجویان مقطع کارشناسی رشته‌های هنر در دانشگاه هنر نیشابور و دانشکده هنر دانشگاه آزاد اسلامی مشهد بودند. جهت جمع‌آوری داده‌ها، تعداد 300 نفر از دانشجویان به شیوه در دسترس به عنوان اعضای نمونه انتخاب شده و به صورت داوطلبانه به پرسشنامه‌های آنلاین محیط حامی خودمختاری، مقیاس اهداف پیشرفت (پرسش نامه هیجان‌های پیشرفت پاسخ دادند. به منظور تجزیه و تحلیل داده‌ها از شاخص‌های آمار توصیفی و روش مدل‌یابی معادلات ساختاری بهره گرفته شد. نتایج حاصل از یافته‌ها نشان داد که محیط حامی خودمختاری به صورت مستقیم و نیز به واسطه اهداف پیشرفت، پیش‌بینی‌کننده هیجان‌های پیشرفت مثبت دانشجویان رشته هنر است. بدین معنا که محیط حامی خودمختاری هم به صورت مستقیم و هم با بالا بردن اهداف تسلطی و عملکردی-گرایشی و کاهش اهداف عملکردی- اجتنابی، احتمال تجربه هیجان‌های مثبت را تقویت می کند. بنابراین جهت ایجاد هیجان‌های پیشرفت مثبت در دانشجویان هنر، لزوم حمایت از خودمختاری در محیط‌های آموزشی آنلاین با توجه به نقشی که در اهداف پیشرفت سازگارانه دارند احساس می شود.

the relationship between autonomy-supportive environment and art students’ positive achievement emotions during covid-19 pandemic: the mediating role of achievement goals

introduction: students are exposed to a spectrum of emotional experiences, namely joy, pride, hope, anxiety, shame, and boredom, within academic settings. these emotions are currently referred to as achievement emotions. while previous studies have largely overlooked these emotions, with the exception of test anxiety and those related to success and failure, recent research has underscored their influential role in attention, decision-making, memory, problem-solving, well-being, and the academic performance of students. indeed, positive emotions, which are defined as pleasant emotions, can enhance one’s agentic engagement, self-efficacy, self-regulation, and academic achievement. therefore, it is of paramount importance to identify the factors that can predict positive achievement emotions. in light of the control-value theory of achievement emotions and existing research, environments that support autonomy have the potential to facilitate positive achievement emotions through perceived control and value beliefs. such an environment enables students to engage voluntarily in an activity and perceive its control and value by fostering a sense of autonomy. moreover, achievement goals can serve as mediators in this relationship. in other words, environments that support autonomy, where students are given the freedom to decide their course of action, encourage students to select assignments they either wish to master or outperform others in (i.e., mastery and performance-approach goals). these goals, which instil a perception of control over academic performance and elevate the value of learning assignments, will increase the likelihood of positive emotions. conversely, by suppressing performance-avoidance goals, which could potentially undermine perceived control and value, these environments can enhance the aforementioned emotions. however, this specific model has yet to be studied. given the circumstances during the covid-19 pandemic, where students have been confined indoors and subjected to online instruction, which tends to be less structured than face-to-face classes, their performance, emotions, motivation, and engagement could be significantly impacted. furthermore, due to the content and demands of arts classes, which necessitate the development of dexterity and skills, students participating in such online classes are at a higher risk of emotional problems. thus, it appears even more crucial to explore emotions in these settings and determine their antecedents. to this end, the present study investigated the predictive role of an autonomy-supportive environment in positive achievement emotions (i.e., hope, pride, and joy) among arts students and the mediating role of achievement goals in this relationship.