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داوران نشریه در سال 1399

لیست داوران 1400

داوران سال 1401

لیست داوران 1402

نقش میانجی درگیری شناختی در رابطه بین اهداف پیشرفت وفرسودگی تحصیلی در بین زبان آموزان ایرانی: رویکرد مدل سازی معادلات ساختاری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد یار زبان انگلیسی ، گروه آموزش زبان انگلیسی، دانشگاه ازاد اسلامی واحد بوشهر، بوشهر،ایران

2 استاد یار گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان ، تهران ،ایران

3 مدرس زیان انگلیسی ، اداره آموزش، شرکت ملی نفت ایران

چکیده

علیرغم نقش مهم درگیری شناختی، اهداف پیشرفت و فرسودگی تحصیلی در فرآیند یادگیری، تعامل سه گانه آنها کمتر مورد تحقیق قرار گرفته است. از اینرو، این مطالعه با هدف آزمون مدل ساختاری درگیری شناختی، اهداف پیشرفت و فرسودگی تحصیلی و به طور خاص بررسی این فرضیه که آیا درگیری شناختی تأثیر اهداف پیشرفت بر فرسودگی تحصیلی را میانجی گری می کند، انجام گرفت. در مجموع 384 زبان‌آموز ایرانی با سطح زبان انگلیسی پیشرفته از موسسات خصوصی آموزش زبان انگلیسی مختلف در شهرهای شیراز و بوشهر بر اساس روش نمونه‌گیری در دسترس برای تکمیل سه پرسشنامه معتبربا مقیاس لیکرت شامل درگیری شناختی، نسخه اصلاح شده پرسشنامه فرسودگی تحصیلی ماسلاخ و اهداف پیشرفت انتخاب شدند.این سه پرسشنامه به ترتیب شامل 12، 10 و 12 گویه می باشد.  در این مطالعه از روش مدل سازی  ساختاری  برای ازمون مدل فرضی استفاده شد. نتایج تحلیل عاملی تاییدی حاکی از آن بود که ابزارهای تحقیق به خوبی با داده های مطالعه برازش دارد.همچنین، شاخص‌های برازش نشان‌دهنده برازش خوب مدل فرضی بود. یافته‌های تحلیل مسیرنیز نشان داد که اهداف پیشرفت بر فرسودگی تحصیلی تأثیر منفی می‌گذارد و تأثیر مثبتی بر تعامل شناختی دارد. علاوه بر این، درگیری شناختی به طور جزیی رابطه بین اهداف پیشرفت و فرسودگی تحصیلی را میانجی گری می کند.  یافته های این پژوهش  ممکن است مفاهیم نظری و عملی قابل توجهی برای معلمان زبان انگلیسی، طراحان برنامه درسی و سیاست گذاران آموزشی داشته باشد.

کلیدواژه‌ها

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Journal of Language Horizons
دوره 7، شماره 3 - شماره پیاپی 17
آذر 1402
صفحه 149-178
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هم رسانی
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