نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکترای تخصصی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
2 دانشیار، دانشکده علوم تربیتی و روانشناسی، دانشگاه شیراز، شیراز، ایران
چکیده
مقدمه: هویت‌های تحصیلی متفاوت، با راهبردهای مختلفی در فرایند یادگیری مرتبط هستند. پژوهش حاضر در پی آن بود که نقش و توان پیش‌بینی سبک‌های هویت تحصیلی در کمک‌طلبی تحصیلی و محق‌پنداری تحصیلی را بررسی کند.
مواد و روش‌ها: مشارکت‌کنندگان پژوهش 242 دانشجوی کارشناسی دانشکده علوم تربیتی و روانشناسی بودند که با روش نمونه‌گیری در دسترس انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه منزلت‌های هویت تحصیلی (2008)، مقیاس کمک‌طلبی تحصیلی (1997) و مقیاس محق‌پنداری تحصیلی (2009) بود. تحلیل با استفاده از ضریب همبستگی پیرسون و تحلیل مسیر انجام شد.
یافته‌ها: هویت تحصیلی موفق، توان پیش‌بینی مؤلفه پذیرش کمک از متغیر کمک‌طلبی تحصیلی را به‌صورت مثبت و معنی‌دار و مؤلفه اجتناب از کمک را به‌صورت منفی و معنی‌دار دارد، همچنین مسئولیت بیرونی‌شده و حق‌به‌جانب از متغیر محق‌پنداری تحصیلی در آن منفی و معنی‌دار است. بعلاوه، هویت تحصیلی سردرگم توانست به‌عنوان پیش‌بینی‌کننده مثبت و معنی‌دار مسئولیت بیرونی‌شده، و حق‌به‌جانبی و هویت تحصیلی دیررس به‌عنوان پیش‌بین مثبت و معنی‌دار حق‌به‌جانبی مطرح شود.
نتیجه‌گیری: هویت‌های تحصیلی متفاوت، با راهبردهای مختلفی در فرایند یادگیری مرتبط هستند. درواقع، هویت تحصیلی را می‌توان به‌عنوان یکی از متغیرهای پیش‌بینی‌کننده کمک‌طلبی تحصیلی به‌عنوان راهبردهای سازگارانه و محق‌پنداری تحصیلی به شکل راهبردی غیر سازگارانه برای موفقیت در تحصیل در نظر گرفت. بنابراین، بهتر است سیاست‌گذاران تربیتی مسیر حرکت را در جهت شناسایی علایق برای کسب هویت موفق دانشجویان هموار کنند.
تازه های تحقیق
Seyede Parisa Salamat (Google Scholar)
کلیدواژه‌ها
عنوان مقاله [English]
Investigating the Influence of Academic Identity on Students’ Academic Help-Seeking Behavior and Sense of Entitlement
نویسندگان [English]
- Seyede Parisa Salamat 1
- Mahboobeh Fooladchang 2
1 PhD Candidate, Department of Educational Psychology, Shiraz University, Shiraz, Iran
2 Associate Professor, Department of Educational Psychology, Shiraz University, Shiraz, Iran
چکیده [English]
Introduction: Different academic identities are associated with different strategies in the learning process. The present study aimed to investigate the role of academic identity in academic help-seeking and academic entitlement and determine whether academic identity can predict these two criterion variables. Additionally, this research examined the components of each criterion variable in terms of dimension separation.
Methods: The research participants were 242 undergraduate students from the Department of Educational Science and Psychology at Shiraz University, selected using convenience sampling. The research tools included the Academic Identity Status Scale (2008), the Academic Help-Seeking Scale (1997), and the Academic Entitlement Scale (2009). The data analysis was conducted using Pearson’s correlation coefficient and multiple linear regression analysis.
Results: The results indicated that academic identity achievement significantly and positively predicted help acceptance, a component of academic help-seeking, and significantly but negatively predicted externalized responsibility, a component of academic entitlement. In addition, academic identity diffusion could significantly and positively predict both externalized responsibility and entitled expectations, while academic identity moratorium significantly and negatively predicted entitled expectations.
Conclusion: Different academic identities are associated with different strategies in the learning process. Academic identity can be considered one of the predictors of academic help-seeking as an adaptive strategy and academic entitlement as a non-adaptive strategy for academic success. It would be beneficial for educational policymakers to facilitate the identification of interests to help students acquire a successful identity.
کلیدواژه‌ها [English]
- Academic entitlement
- Academic performance
- Help-seeking behavior
- Identity recognition
- Students
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