رابطه سرمایه روانشناختی با درگیری تحصیلی با نقش میانجی گری سبک یادگیری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 فرهنگیان، هشت متری اول، روبروی مسجد امام رضا

2 کارشناسی ارشد رشته مشاوره‌ مدرسه، دانشکده علوم‌ تربیتی و روانشناسی. دانشگاه محقق ‌اردبیلی، اردبیل، ایران.

چکیده

هدف پژوهش حاضر رابطه سرمایه روانشناختی با درگیری تحصیلی با نقش میانجی گری سبک یادگیری بود. روش این پژوهش توصیفی از نوع همبستگی بود. جامعه ی آماری تمامی دانش آموزان دختر مدارس مشکین شهر در سال 1399-400 به تعداد 2325 دانش آموز و نمونه ی آماری تعداد 329 دانش آموز بودند. حجم نمونه بر اساس فرمول کوکران بود. که بوسیله نمونه گیری تصادفی ساده بود. ابزار پژوهش شامل پرسشنامه درگیری تحصیلی ریو و تسنگ (2011)، پرسشنامه سرمایه روانشناختی لوتانز و آولیو (2007) و پرسشنامه سبک یادگیری کلب (1985) بود. تجزیه و تحلیل داده ها با استفاده از نرم افزار spss 22 و نرم افزار ایموس 24 بود. نتایج ضریب همبستگی پیرسون نشان داد که متغیر سرمایه روانشناختی با سک یادگیری رابطه مثبت و معنادار دارد. همچنین رابطه متغیر سرمایه روانشناختی و درگیری تحصیلی مثبت و معنادار می باشد. همچنین رابطه درگیری تحصیلی و سبک یادگیری مثبت و معنادار می باشد. مدل معادلات ساختاری نیز از برازش مطلوبی برخوردار بود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The relationship between psychological capital and academic conflict with the mediating role of learning style

نویسندگان [English]

  • faezeh hedayat 1
  • Mohammadreza Noroozi Homayoon 2
1 فرهنگیان، هشت متری اول، روبروی مسجد امام رضا
2 Master of School Counseling, Faculty of Educational Sciences and Psychology. Mohaghegh Ardabili University, Ardabil, Iran.
چکیده [English]

Introduction and Objective: The present study aimed to examine the relationship between psychological capital and academic engagement with the mediating role of learning styles.
Methodology: This study employed a descriptive correlational design. The statistical population consisted of all female students in schools in Meshkinshahr during the 2019-2020 academic year, totaling 2,325 students. The sample size was 329 students, determined using Cochran's formula, and a simple random sampling method was used. The research tools included the Academic Engagement Questionnaire (Reeve & Tseng, 2011), the Psychological Capital Questionnaire (Luthans & Avolio, 2007), and the Learning Styles Questionnaire (Kolb, 1985). Data analysis was conducted using SPSS 22 and Amos 24 software.
Findings: Pearson correlation coefficients revealed a significant positive relationship between psychological capital and learning styles. Additionally, a positive and significant relationship was found between psychological capital and academic engagement. Moreover, there was a positive and significant relationship between academic engagement and learning styles. The structural equation model showed a good fit.
Discussion and Conclusion: The results of this study indicated that psychological capital, learning styles, and academic engagement are positively and significantly correlated. Based on these findings, it is recommended that educational and counseling programs be developed to enhance students' psychological capital, thereby improving academic engagement and strengthening optimal learning styles.

کلیدواژه‌ها [English]

  • psychological capital
  • academic involvement
  • learning style
Aboobakri makoei S, Ghasemi S, Azadi M M, Abbasi N Z. (2020). The Effect of Metacognition Skills Instruction Eexam Anxiety and Academic Angagement in Students. Rooyesh. 9 (5) :117-126. (In Persian)
Akhlaghi, N. Mirkazemi, H. Jafarzade, M. & Akhlaghi, N. (2018). Learning style preferences influence academic performance among dental students in Isfahan, Iran? J educ eval health prof. 15: 8-13. (In Persian)
Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and
their perceptions to a mixed method approach for learning, International
Journal of Applied and Basic Medical Research, 5(1): 58-70.
Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2019). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Current Psychology.1-10.
Emamipour, Susan. And Shams Esfandabad, Hassan. (2007). Learning and cognitive styles. Tehran: Samat. (In Persian)
Eslahi farshami, F., Asgharnejad Farid, A., Abolmoali Alhosseini, K., khalatbari, J. (2021). The Effectiveness of Mindfulness- Based Metaphors in Molavi's Masnavi on Components of Psychological Capital among Depressed Female Students. Counseling Culture and Psycotherapy, 12(46), 171-204. (In Persian)
Farhadi A, saki K, Ghadampour E, khalili geshnigani Z, Chehri P. (2016). Predictions dimensions of academic engagement based capital components psychological. Educ Strategy Med Sci. 9 (2) :127-133. (In Persian)
Finn, J. D. (1993). School Engagement & Students at Risk. Washington DC: National Center for Education Statistics.
Fredrikson, B. L. (2013). Positive emotions broaden and build. Advances in Experimental Social Psychology, 47, 1–53.
Ghaedi Z, Jam, B. (2014). The relationship between Learning Styles and Motivation
for Higher Education in EFL Students, Theory and Practice in Language
Studies, 4(6):1232-1237. (In Persian)
Griffiths, C. Incechay, G. (2016). Styles and style-stretching: how are they related to successful learning? J psycholinguist res. 45: 599-613.
Hakimzadeh, Rezvan; Ghasemi, Majid; Moghaddamzadeh, Ali (2016). Investigating the role of educational intermediation in relation to participation styles in students' learning and academic performance. Journal of Research in Educational Science, 10(34), 109-132. (In Persian)
Halif, M.M. Hassan, N. Sumardi, N.A. Omar, A. S. Ali, Sh. Aziz, R. A. Majid, A.A. & Salleh, N.F. (2020). Moderating Effects of Student Motivation on the Relationship between Learning Styles and Student Engagement. Asian Journal of University Education (AJUE), 16(2).
Hassan Nia, Somayeh, Sabzi, Neda. (2020). Causal explanation of academic conflict of knowledge Supporting education and students' psychological capital. Journal of Education and Research Studies, 12 (1), 30-52. (In Persian)
Irajirad, A., Malekzadeh, E. (2017). The effect of psychological capita Mediation by motivation on Students' Creativity. Journal of Innovation and Creativity in Human Science, 6(4), 51-70. (In Persian)
Isazadegan, A., Micaeili, F., Meroei Milan, F. (2014). The relationship between hope, optimism and meaning of education with academic performance in high school students. Journal of School Psychology, 3(2), 137-152.
Jiraporncharoen, W. Angkurawarann, C. Chockjamsai, M. Deesom-Chok. A. & Euathrongchit, J. (2015). Learning styles and academic achievement among undergraduate medical students in thailand. J educ eval health prof. 12: 38-44.
Klink, J. L., Byars-Winston, A., & Bakken, L. L. (2008). Coping efficacy and perceived
family support: Potential factors for reducing stress in premedical students.
Medical Education, 42, 572-579.
Lindfors, P., Minkkinen, J., Rimpelä, A., & Hotulainen, R. (2018). Family and school social capital, school burnout and academic achievement: A multilevel longitudinal analysis among Finnish pupils. International Journal of Adolescence and Youth, 23, 368–381.
Luthans, F., & Avolio, B. J. (2007). Positive psychological capital: Measurement and
relationship with performance and satisfaction. Personnel Psychology, 6, 138-
146.
Luthans, B. C., Luthans, K. W., & Jensen, S. M. (2012). The impact of business school
students´ psychological capital on academic performance. Journal of Education
for Business
, 87, 253–259.
Luthans, F., & Youssef-Morgan, C.M. (2017). Psychological capital: An evidence-based positive approach. Annual Review of Organizational Psychology and
Organizational Behaviour
, 4,339–366.
Mahmoudi, Davood, Ahqar, Ghodsi, Fathi Vernosfadrani, Leila. (2020). Examining the learning styles of high school students to choose the most appropriate style. Journal of Educational Leadership and Management, 14 (4), 89-69. (In Persian)
Majedian fard, M., Mohmade mehr, M., Najemi, M. (2019). investigating is to survey structural relation of critical thinking based on the, learning methods, and metacognition intercession. Educational Psychology, 14(50), 155-169. (In Persian)
Mango, O. (2015). Ipad use and student engagement in the classroom. Turkish Online Journal of Educational TechnologyTOJET, 14(1), 53-57.
Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Lin-nenbrink- Garcia (Eds.), International handbook of emotions
in education
(120–141). New York, NY: Taylor & Francis.
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic
buoyancy anything more than adaptive coping? Anxiety, Stress and Coping, 25,
3, 349-358.
Ramazani, M., Khamesan, A. (2017). Psychometric characteristics of Reeve’s academic engagement questionnaire 2013: with the introduction of the Agentic Engagement. Quarterly of Educational Measurement, 8(29), 185-204. (In Persian)
Rezigalla, A. A. & Ahmed, O.Y. (2019). Learning style preferences among medical students in the college of medicine, university of Bisha. Saudi Arabia (2018). Adv med educ pract. 10: 795-801.
Reeve, J., & Tseng, C. M. (2011). Agency as a fourth aspect of students’ engagement during learning activities. Contemporary Educational psychology, 36, 257-267.
Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2020). Providing instruction based
on students’ learning style preferences does not improve learning, Frontiers in
Psychology, 11: 164-185.
Ryu, S., & Lombardi, D. (2015). Coding classroom interactions for collective and individual engagement. Educational psychologist, 50(1), 70-83.
Samari safa, J., Poordel, M. (2022). Developing an Academic Burnout model based on Family Emotional Climate, psychological capital, purposefulness, procrastination and academic involvement of graduate students. Counseling Culture and Psycotherapy, 13(49), 131-162. (In Persian)
Sadoughi, M. (2019). The Relationship Between Psychological Capital And Academic Burnout Among Medical Students: The Mediating Roles Of Academic Engagement. Journal of Iran university of medical science, 26(1): 10-22. (In Persian)
Santisi, G., Lodi, E., Magnano, P., Zarbo, R., & Zammitti, A. (2020). Relationship between Psychological Capital and Quality of Life: The Role of Courage. Journal of Sustainability. 12(13), 5238.
Seif, Ali Akbar. (2008). Modern Educational Psychology (Psychology of Learning and Teaching), Fourth Edition, Tehran: Doran Publishing. (In Persian)
Seligman, M. E. P. (2011). Flourish: A visionary new understanding of happiness and
well-being
. New York: Free Press.
Sheikh, A., Ghamari, H., Ashrafi, S. (2015). tasir. Journal of Research in Educational Science, 9(28), 87-104. (In Persian)
Stan, M.M. & Plaiashu, A.G. (2019). A study on the relation between learning styles and students’ academic engagement. Social & Behavioral Sciences.
Vakili, S., Naghsh, Z., Ramezani Khomsi, Z. (2018). The role of the academic engagement manager in the relationship between academic excitement and achievement. Journal of Research in Educational Sciences, 12 (Special Issue), 615-627. (In Persian)
Wang, M. T., & Fredricks, J. A. (2014). The reciprocal links between school engagement, youth problem behaviors, and school dropout during adolescence. Child development, 85(2), 722-737.
Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of
learning styles theories, Teaching of Psychology, 42(3): 266-271.
Xu, X., Zhou, L., Asante-Antwi, H., Boafo-Arthur, A., & Mustafa, T. (2020). Reconstructing family doctors’ psychological well-being and motivation for
effective performance in China: the intervening role of psychological capital.
BMC Family Practice. 21:137.
Yarmohammadi, Mosayeb. (2000). Comparison of cognitive styles of male and female professors and students in the fields of humanities, medicine, engineering and art. Master Thesis, Allameh Tabatabai University. (In Persian)
Zhang Y., Qin X. & Ren P., (2018). Adolescents' academic engagement mediates the association between Internet addiction and academic achievement: The moderating effect of classroom achievement norm, Computers in Human Behavior.