Ethics in Science and Technology
اخلاق در علوم و فناوری
Ethics in Science and Technology
Literature & Humanities
http://ethicsjournal.ir
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تحلیل رابطه جو اخلاقی و اجتماعی کلاس درس با خودکارآمدی تحصیلی : نقش میانجی اشتیاق تحصیلی
Analysis of the Relationship Between the Moral and Social Atmosphere of the Classroom and Academic Self-Efficacy: The Mediating Role of Academic Enthusiasm
تخصصي
Special
پژوهشي
Research
<div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:90%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Mitra"">زمینه: </span></span></b><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">پیشرفت</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">تحصیلی</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">دانشجویان</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">دانشگاه ها</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">و</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">عوامل</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">مرتبط</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">با</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">آن،</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">از</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">اولویتهای</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">اساسی</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">پژوهش ،</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">در</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">نظام آموزش</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">عالی</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">می باشد.</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">از</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">عوامل</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">اساسی</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">در</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">پیشرفت</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">دانشجویان اشتیاق تحصیلی و خودکارآمدی تحصیلی می باشد. بر این اساس هدف پژوهش حاضر </span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Mitra"">تحلیل رابطه جو اخلاقی و اجتماعی کلاس درس با خودکارآمدی تحصیلی با توجه نقش میانجی اشتیاق تحصیلی </span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">در بین دانشجویان دانشکده هنرهای زیبا در دانشگاه بابل عراق می باشد.</span></span><span dir="LTR" style="line-height:90%"><span style="font-family:"Arial",sans-serif"></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:90%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">روش: </span></span></b><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">پژوهش</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">حاضر</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">ازلحاظ</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">هدف،</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">کاربردی</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">و</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">ازنظر</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">نحوه</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">گردآوری</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">دادهها،</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">توصیفی</span></span><span dir="LTR" style="line-height:90%"><span style="font-family:"Arial",sans-serif"> - </span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">همبستگی</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">است.</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">جامعۀ</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">آماری</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">تحقیق شامل</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">1025 نفر دانشجویان دختر و پسر دانشکده هنرهای زیبا دانشگاه بابل عراق، بودند که تعداد 280 نفر آنها</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">از</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">طریق</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">نمونهگیری</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">تصادفی طبقهای</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">انتخاب</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">شدند</span></span><span dir="LTR" style="line-height:90%"><span style="font-family:"Arial",sans-serif">.</span></span><span style="line-height:90%"><span style="font-family:"B Mitra""> دادههای</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">موردنیاز</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">با</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">استفاده</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">از سه پرسشنامۀ استاندارد </span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Mitra"">جو اخلاقی و اجتماعی </span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">، اشتیاق تحصیلی و خودکارآمدی تحصیلی جمعآوری و با استفاده از آزمون آماری مدل معادلات ساختاری به روش حداقل مربعات جزئی (</span></span><i><span dir="LTR" style="line-height:90%">pls</span></i><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">) برای فرضیههای پژوهشی</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">تجزیهوتحلیل</span></span> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">شدند</span></span><span dir="LTR" style="line-height:90%"><span style="font-family:"Arial",sans-serif">.</span></span><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:90%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">یافتهها: </span></span></b><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">یافتههای پژوهش نشان داد که جو اخلاقی و اجتماعی کلاس به میزان 87% بر اشتیاق تحصیلی و به میزان 31% بر خودکارآمدی تحصیلی دانشجویان مؤثر است. اشتیاق تحصیلی به میزان 61% بر خودکارآمدی تحصیلی تأثیرگذار است. هم چنین جو اخلاقی و اجتماعی کلاس با نقش میانجی اشتیاق تحصیلی بر خودکارآمدی تحصیلی دانشجویان به میزان 54% تأثیرگذار می باشد.</span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:90%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">نتیجهگیری:</span></span></b> <span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra"">نتیجه تحقیق حاضر نشان داد که در دانشجویان خودکارآمدی متاثر از جو اخلاقی و اجتماعی کلاس درس است این جو با فعال کردن اشتیاق تحصیلی خودکارمدی دانشجویان را تحت تاثیر قرار می دهد. </span></span><span lang="AR-SA" style="line-height:90%"><span style="font-family:"B Mitra""></span></span></span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:90%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="line-height:90%"><span style="font-family:"B Mitra""></span></span></b></span></span></span></span></span></div>
<div style="text-align: justify;"><span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:10.0pt">Background: </span></b><span style="font-size:10.0pt">The academic progress of university students and factors related to it is one of the basic research priorities in the higher education system. Academic enthusiasm and academic self-efficacy are essential factors in students' progress. Based on this, the aim of the present study is to analyze the relationship between the moral and social atmosphere of the classroom and academic self-efficacy, considering the mediating role of academic enthusiasm among the students of the College of Fine Arts in Babol University, Iraq.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:10.0pt">Method</span></b><span style="font-size:10.0pt">: The current research is applied in terms of purpose and descriptive-correlation in terms of data collection. The statistical population of the research included 1025 female and male students of the Faculty of Fine Arts of Babol University of Iraq, 280 of whom were selected through stratified random sampling. The required data were collected using three standard questionnaires of moral and social climate, academic enthusiasm and academic self-efficacy and were analyzed using the statistical test of the structural equation model using the partial least squares (PLS) method for the research hypotheses.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:10.0pt">Results</span></b><span style="font-size:10.0pt">: The findings of the research showed that the moral and social atmosphere of the class is 87% effective on academic enthusiasm and 31% on students' academic self-efficacy. Academic enthusiasm has a 61% effect on academic self-efficacy. Also, the moral and social atmosphere of the class has a 54% effect on students' academic self-efficacy with the mediating role of academic enthusiasm.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:10.0pt">Conclusion</span></b><span style="font-size:10.0pt">: The result of this research showed that students' self-efficacy is affected by the moral and social atmosphere of the classroom, this atmosphere affects students' self-efficacy by activating academic enthusiasm.</span></span></span></span></span><br>
<span style="font-size:11pt"><span style="line-height:normal"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><span style="font-size:10.0pt"></span></span></span></span></span></div>
جو اخلاقی و اجتماعی , اشتیاق تحصیلی, خودکارآمدی تحصیلی.
Moral And Social Atmosphere, Academic Enthusiasm, Academic Self-Efficacy
101
108
http://ethicsjournal.ir/browse.php?a_code=A-10-3106-1&slc_lang=fa&sid=1
A
Sami Qasim Al-Obeidi
علی سامی
قاسم العبیدی
mohajeranbehnaz@gmail.com
100319475328460011843
100319475328460011843
No
1. Ph.D. Student in Educational Management, Department of Educational Sciences, Faculty of Literature and Humanities, Urmia University, Urmia, Iran
1. دانشجوی دکتری مدیریت آموزشی، گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران
B
Mohajeran
بهناز
مهاجران
b.mohajeran@urmia.ac.ir
100319475328460011844
100319475328460011844
Yes
2. Dept. of Educational Sciences, Faculty of Literature and Human Sciences, Urmia University, Urmia, Iran.
2. گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران
M
Hasani
محمد
حسنی
m.hassani@urmia.ac.ir
100319475328460011845
100319475328460011845
No
2. Dept. of Educational Sciences, Faculty of Literature and Human Sciences, Urmia University, Urmia, Iran.
2. گروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه ارومیه، ارومیه، ایران