تحلیل ساختاری روابط منابع اطلاعات خودکارآمدی، باورهای خودکارآمدی، هدف گذاری وخود تنظیمی با عملکرد ریاضی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشگاه شهید بهشتی

2 دانشگاه علامه

چکیده

پژوهش حاضر با هدف تحلیل ساختاری روابط متغیرهای منابع اطلاعات خودکارآمدی، باورهای خودکارآمدی، هدف گذاری و خود تنظیمی با عملکرد ریاضی انجام شد. جامعه پژوهش کلیه دانش آموزان پایه نهم مقطع متوسطه اول شهرستان سنندج هستند که از این جامعه به شیوه تصادفی، نمونه ای به حجم 396 دانش آموز انتخاب گردید. ابزارپژوهش پرسشنامه های منابع اطلاعات خودکارآمدی در ریاضیات، پرسشنامه هدف گذاری، پرسشنامه خودکارآمدی ریاضی و پرسشنامه خودتنظیمی ریاضی بود. نتایج حاصل از آلفای کرانباخ و تحلیل عاملی تائیدی مرتبه اول بیانگر پایایی و روایی مناسب ابزار پژوهش بود. داده ها با استفاده از تکنیک آماری مدل یابی معادلات ساختاری (تحلیل مسیر تاییدی ) با نرم افزار LISREL 8/50 تحلیل شد، نتایج بیانگر آنند :
• متغیر باورهای خودکارآمدی دارای اثر مستقیم، مثبت و معنادار در سطح 01/0 بر عملکرد ریاضی به مقدار (589/0) و فاقد اثر غیر مستقیم و اثرکل بر متغیر عملکرد ریاضی برابر با (589/0) می باشد.
• متغیر هدف گذاری دارای اثر مثبت، مستقیم و معنادار در سطح 01/0 بر عملکرد ریاضی به مقدار (453/0)، اثر غیر مستقیم مثبت (211/0) و اثر کل (664/0) بر متغیر عملکرد ریاضی می باشد.
• متغیرخود تنظیمی دارای اثر مثبت، مستقیم و معنادار در سطح 01/0 بر عملکرد ریاضی به مقدار (326/0)، اثر غیر مستقیم مثبت(190/0) و اثر کل (516/0) بر متغیر عملکرد ریاضی می باشد.
• متغیر منابع اطلاعات خودکارآمدی دارای اثر مثبت، مستقیم و معنادار در سطح 01/0 بر عملکرد ریاضی به مقدار (113/0)، اثر غیر مستقیم مثبت (541/0) و اثر کل (654/0) بر متغیر عملکردریاضی می باشد.

کلیدواژه‌ها


عنوان مقاله [English]

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چکیده [English]

This study was conducted with the aim of structural analysis sources of Self-Efficacy Information, Self-efficacy, Goal-Setting and Self-regulation with math performance. The study population included all ninth grade students in secondary school in Sanandaj city; from this population a random sample of 396 students was selected. The research instruments were Sources of Self-Efficacy Information in mathematics questionnaire, Goal-Setting questionnaire, Self-efficacy mathematics questionnaire & Self-regulation questionnaire. The results of Cronbach's alpha and the first stage of the confirmatory factor analysis represented the good reliability and validity of the tool. Data were analyzed using Statistical technique of structural equation modeling (confirmatory path analysis) with LISREL 8/50 software. The results indicate that:
• The Self-efficacy variable has direct, positive and significant effect on the level of 0.01 on math performance (0/589) and no indirect and total effect on math performance variable equal to (0/589)
• The goal setting variable has direct, positive and significant effect on the level of 0.01 on math performance equal to (0/453), indirect positive effect (0/211) and total effect (0/664) on math performance variable.
• The self-regulation variable has direct, positive and significant effect on the level of 0.01 on math performance equal to (0/326), indirect positive (0/190) and total effect (0/516) ) on math performance variable.
• The sources of Self-Efficacy Information variable has direct, positive and significant effect on the level of 0.01 on math performance equal to (0/113), indirect positive effect (0/541) and total effect (0/654) ) on math performance variable.

کلیدواژه‌ها [English]

  • Sources of Self-Efficacy Information
  • self-efficacy
  • Goal-Setting
  • Self-regulation & math performance
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