نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار/گروه ترویج و آموزش کشاورزی، دانشگاه بوعلی سینا

2 گروه ترویج و آموزش کشاورزی، دانشکده کشاورزی، دانشگاه بوعلی سینا، همدان، ایران

چکیده

هدف این پژوهش، تبیین و ارزیابی رابطه‌ی بین ارضای نیازهای بنیادین روانشناختی (خودپیروی، شایستگی و ارتباط) ، خودکارآمدی تحصیلی و درگیری تحصیلی دانشجویان کشاورزی دانشگاه‌های غرب کشور بود که در این زمینه نقش میانجی خودکارآمدی تحصیلی در رابطه‌ی بین ارضای نیازهای بنادین روانشناختی و درگیری تحصیلی بررسی و ارزیابی شد. جامعه آماری این پژوهش 6598 تن دانشجوی کارشناسی کشاورزی در پنج دانشگاه دولتی غرب کشور (همدان، کردستان، کرمانشاه، ایلام و لرستان) بود که از میان آنان، بر پایه جدول بارتلت،365 تن با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای متناسب به عنوان نمونه آماری انتخاب شدند. داده‌های پژوهش با استفاده از پرسشنامه‌های استاندارد گردآوری و با استفاده از روش مدل‌سازی معادله‌های ساختاری با رویکرد حداقل مربعات جزیی و با کمک نرم افزار SmartPLS 3 تجزیه و تحلیل شدند. نتایج نشان دادندکه ارضای هر سه نوع نیاز بنیادین روانشناختی و خودکارآمدی تحصیلی با درگیری تحصیلی رابطه مستقیم مثبت و معناداری دارند. همچنین، خودکارآمدی تحصیلی رابطه‌ی بین ارضای نیازهای بنیادین روانشناختی و درگیری تحصیلی را میانجی‌گری می‌کند. این نتایج اهمیت ارضای نیازهای بنیادین را بیان کرده و نشان می‌دهند که برای بهبود درگیری تحصیلی، خودکارآمدی تحصیلی به تنهایی کفایت نمی‌کند، بلکه دانشجویان باید احساس خودپیروی و شایستگی کنند و پیوند و ارتباط واقعی با دانشگاه، استادان و همکلاسی‌ها‌ را تجربه کنند.

کلیدواژه‌ها

عنوان مقاله [English]

Mediating Role of Academic Self-efficacy in the Relationship between Basic Psychological Needs Satisfaction and Academic Engagement among Agricultural Students in the West Iran Universities

نویسنده [English]

  • Behnoosh Sotoodeh 2

2 Department of Agricultural Extension and Education, Faculty of Agricultre, Bu-Ali Sina University, Hamedan, Iran

چکیده [English]

The purpose of this study was to investigate the relationships between basic psychological needs satisfaction (autonomy, competence and relatedness), academic self-efficacy and academic engagement among agricultural students in the West Iran Universities. Moreover, the mediating role of academic self-efficacy in the relationship between basic psychological needs satisfaction and academic engagement was examined. The statistical population of this research consisted of 6598 undergraduate agricultural students at five public universities in the west of Iran (N=6598). According to Bartlett’s table, a sample of 365 students was chosen through random stratified sampling method. Data were collected using standardized questionnaires. Data were then analyzed using partial least squares structural equation modelling by the help of SmartPLS 3 software. Results indicated that academic self-efficacy and the three kinds of needs satisfaction were positively and significantly related to academic engagement. Furthermore, the results showed that academic self-efficacy mediated the relationship between the three kinds of needs satisfaction and academic engagement. These results show the importance of basic psychological needs satisfaction and suggest targeting student self-efficacy is not sufficient when attempting to improve academic engagement; rather, students must also feel autonomous, competent, and experience a genuine connection with their college, lecturers and fellow students.

کلیدواژه‌ها [English]

  • Academic engagement
  • basic psychological needs satisfaction
  • academic self-efficacy
  • Agricultural students
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