ارتباط ساختاری باورهای فراشناختی بر اشتیاق به تحصیل دانش آموزان ورزشکار: نقش میانجی گر اهداف پیشرفت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری مدیریت ورزشی، دانشگاه محقق اردبیلی، اردبیل، ایران

2 استاد مدیریت ورزشی، دانشگاه محقق اردبیلی، اردبیل، ایران

3 دانشیار مدیریت ورزشی، دانشگاه محقق اردبیلی، اردبیل، ایران

4 دکتری مدیریت آموزشی، دانشگاه پیام نور، اردبیل، ایران

چکیده

هدف: هدف این تحقیق ارتباط ساختاری باورهای فراشناختی بر اشتیاق به تحصیل دانش آموزان ورزشکار: نقش میانجی گر اهداف پیشرفت بود.
روش‌ها: این پژوهش از نظر هدف، کاربردی و از نظر ماهیت، توصیفی-پیمایشی بود. جامعه آماری، دانش­آموزان ورزشکار نواحی چهارگانه کرج می‌باشد که براساس اداره آموزش و پرورش نواحی چهارگانه کرج 1751 نفر می‌باشند. نمونه‌گیری براساس نرم افزار جی پاور به تعداد 224 نفر تعیین و روش نمونه­گیری به صورت تصادفی ساده انجام شد. ابزار اندازه­گیری پرسشنامه­های استاندارد باورهای فراشناختی، اشتیاق به تحصیل و اهداف پیشرفت بودند. روایی محتوایی و صوری پرسشنامه­ها توسط اساتید مدیریت و روانشناسی تایید و سپس پایایی آلفای کرونباخ پرسشنامه باورهای فراشناختی 89/0، پرسشنامه اشتیاق به تحصیل 91/0 و پایایی آلفای کرونباخ پرسشنامه اهداف پیشرفت 81/0 گزارش گردید. روش تجزیه و تحلیل داده به وسیله نرم افزار SPSS19 و AMOS23 به روش معادلات ساختاری بود.
یافته‌ها: نتایج نشان داد مدل پژوهش از برازش مطلوبی برخوردار است و باورهای فراشناختی بر اشتیاق به تحصیل 59/0، اهداف پیشرفت بر اشتیاق به تحصیل 45/0 و باورهای فراشناختی بر اهداف پیشرفت 70/0 تأثیر دارد.
نتیجه گیری: باتوجه به یافته‌های تحقیق می‌توان نتیجه گرفت که بهبود دانش باورهای فراشناختی، توانمندی دانش­آموزان را در جهت اشتیاق به تحصیل و اهداف پیشرفت افزایش می­دهد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Structural Relationship of Metacognitive Beliefs on Academic Motivation of Student Athletes: The Mediating Role of Achievement Goals

نویسندگان [English]

  • Akbar Mahdavi Ghareh Aghaj olya 1
  • Mehrdad Moharramzadeh 2
  • Abbas Naghizadeh Baghi 3
  • Leila Naghavi 4
1 Ph.D student of Sport Management , University of Mohaghegh Ardabili, Ardabil, Iran.
2 Professor of Sports Management, University of Mohaghegh Ardabili , Ardabil, Iran
3 Associate Professor of Sports Management, University of Mohaghegh Ardabili , Ardabil, Iran
4 Ph.D Education Management, Payam Noor University, Ardabil, Iran
چکیده [English]

Purpose: The aim of this research was the structural relationship of metacognitive beliefs on student athletes' desire to study: the mediating role of achievement goals.
Methods: This research was applied in terms of purpose and descriptive-survey in terms of nature. The statistical population is the student athletes of the four districts of Karaj, which are 1751 people according to the Department of Education of the four districts of Karaj. Sampling was determined based on Gpower software and the number of 224 people was determined and the sampling method was done by simple random sampling. The measurement tools were standard questionnaires of metacognitive beliefs, desire to study and progress goals. The content and form validity of the questionnaires were confirmed by management and psychology professors, and then the Cronbach's alpha reliability of the metacognitive beliefs questionnaire was 0.89, the passion for learning questionnaire was 0.91, and the Cronbach's alpha reliability of the achievement goals questionnaire was reported as 0.81. The method of data analysis was using SPSS19 and AMOS23 software using structural equations.
Results: The findings of the research showed that the research model has a favorable fit and metacognitive beliefs have an effect of 0.59 on the desire to study, progress goals have an effect of 0.45 on the desire to study, and metacognitive beliefs have an effect of 0.70 on the progress goals.
Conclusion: According to the findings of the research, it can be concluded that improving the knowledge of metacognitive beliefs increases the ability of students in the direction of enthusiasm for education and progress goals.

کلیدواژه‌ها [English]

  • Metacognitive Beliefs
  • Passion For Education
  • Achievement Goals

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روانشناسی ورزش
دوره 17، شماره 2
بهمن 1404
صفحه 239-262

فایل ها

سابقه مقاله

  • تاریخ دریافت: 18 اردیبهشت 1403
  • تاریخ بازنگری: 23 دی 1403
  • تاریخ پذیرش: 05 بهمن 1403

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