بررسی رابطه‌ی ادراکات از کیفیت کلاس درس و انعطاف‌پذیری شناختی با چالش‌پذیری تحصیلی و عملکرد تحصیلی در دانش‌آموزان دبیرستانی

نویسندگان

1 دکترای روانشناسی تربیتی، دانشگاه شهید چمران اهواز

2 کارشناس ارشد روانشناسی تربیتی، دانشگاه شهید چمران اهواز

3 دانشیار گروه روانشناسی تربیتی، دانشگاه شهید چمران اهواز

10.22098/jsp.2020.868

چکیده

هدف پژوهش حاضر بررسی رابطه ادراکات از کیفیت کلاس درس و انعطاف‌پذیری شناختی با چالش‌پذیری تحصیلی و عملکرد تحصیلی در دانش‌آموزان دبیرستانی شهر ایذه بود. به این منظور، 400 نفر از دانش‌آموزان دبیرستانی شهر ایذه به روش تصادفی چندمرحله‌ای انتخاب شدند و سپس، مقیاس ادراکات از کیفیت کلاسی، مقیاس انعطاف‌پذیری شناختی و خرده مقیاس چالش‌پذیری پرسشنامه سرسختی تحصیلی را تکمیل کردند. پس از گردآوری داده‌ها، روش تحلیل مسیر بر روی آن‌ها انجام گرفت. مطابق نتایج، انعطاف‌پذیری شناختی، جذابیت و خودکارآمدی با چالش‌پذیری تحصیلی و جذابیت، خودکارآمدی، معناداری با عملکرد تحصیلی رابطه معنا‌داری نشان دادند. به علاوه، جذابیت و خودکارآمدی با عملکرد تحصیلی با میانجی‌گری چالش‌پذیری تحصیلی به طور معنا‌داری در رابطه بود. این یافته‌ها به اهمیت انعطاف‌پذیری شناختی و ادراک دانش‌آموزان از کیفیت کلاس درس به خصوص، خودکارآمدی و جذابیت در تبیین چالش‌پذیری و عملکرد تحصیلی در محیط‌های آموزشی اشاره می‌کند.

کلیدواژه‌ها


عنوان مقاله [English]

On the relationship between perceptions of classroom quality and cognitive flexibility with academic challenge and academic performance among high school students

نویسندگان [English]

  • S Zeqeibi Ghannad 1
  • S Baranian 2
  • S Alipour 3
1 PhD of Educational Psychology, Shahid Chamran University of Ahvaz.
2 MA of Educational Psychology, Shahid Chamran University of Ahvaz
3 Associate Professor, Department of Educational Psychology, Shahid Chamran University of Ahvaz
چکیده [English]

Rapidly progressive nature of today's world requires upbringing students who prepare themselves to face the new challenges. The purpose of the present study was to investigate the relationship between perceptions of classroom quality (appeal, challenge, choice, self-efficacy and meaningfulness) and cognitive flexibility with academic challenge and academic performance among Ize city high school students. To this end, 400 high school students of Ize city were selected by multistage random sampling and then, they completed Perceptions of Classroom Quality Scale, Cognitive Flexibility Scale and challenge subscales of Academic Hardiness Questionnaire. After data collection, path analysis was used to analyze the data. Based on the results, cognitive flexibility, appeal and self-efficacy had a significant relationship with academic challenge and appeal, self-efficacy, meaningfulness had a significant relationship with academic performance. Also, appeal and self-efficacy were significantly related to academic performance with the mediating role of academic challenge. These findings point to the importance of cognitive flexibility and students’ perceptions of the classroom quality, especially self-efficacy appeal in explaining academic challenge and academic performance in educational settings.

کلیدواژه‌ها [English]

  • Perceptions of classroom quality
  • cognitive flexibility
  • academic challenge
  • academic performance
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