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رابطه علّی بین سبک‌های فرزندپروری و عملکرد تحصیلی با واسطه خودکارآمدی تحصیلی و انگیزه پیشرفت در دانشجویان

نویسندگان

دانشگاه شهید چمران اهواز

چکیده

خانواده مهم­ترین محیط اجتماعی است که بر رشد افراد تاثیر می­گذارد. فرد نه تنها از نظر جسمی و زیستی بلکه از نظر شخصیتی نیز تحت­ تاثیر تجارب اولیه خود در محیط خانواده قرار می­گیرد. هدف از پژوهش حاضر آزمایش مدل رابطه علّی بین سبک­های فرزندپروری و عملکرد تحصیلی با واسطه خودکارآمدی تحصیلی و انگیزه پیشرفت در دانشجویان بود. 236 دانشجوی مقطع کارشناسی دانشگاه شهید چمران اهواز ( 119  دختر،  117  پسر) به پرسشنامه سبک­های فرزندپروری بامریند (BPSQ)، مقیاس خودکارآمدی تحصیلی (ASES) و آزمون انگیزه پیشرفت (AMT) پاسخ دادند. نتایج پژوهش نشان داد که سبک فرزندپروری مقتدر اثر مستقیم مثبت و معنادار و سبک­ فرزندپروری مستبد اثر مستقیم منفی و معنادار بر خودکارآمدی تحصیلی و انگیزه پیشرفت دارند. سبک فرزندپروری آسان­گیر اثر مستقیم منفی معنادار بر خودکارآمدی تحصیلی داشت اما اثر معنادار بر انگیزه پیشرفت نداشت. همچنین خودکارآمدی تحصیلی اثر مستقیم مثبت و معنادار بر عملکرد تحصیلی دارد اما بین انگیزه پیشرفت و عملکرد تحصیلی رابطه معنادار وجود ندارد. همچنین، نتایج نشان داد که مدل پیشنهادی از برازش کافی برخوردار نیست، برازش بهتر از طریق حذف مسیر غیرمعنا­دار سبک فرزندپروری آسان­گیر به انگیزه پیشرفت حاصل شد. به علاوه، اثرات غیرمستقیم کلی سبک­های فرزندپروری مقتدر، مستبد و آسان­گیر با عملکرد تحصیلی با واسطه انگیزه پیشرفت و خودکارآمدی تحصیلی معنادار بودند. 

کلیدواژه‌ها

عنوان مقاله [English]

The causal relationship between parenting styles and academic performance mediated by the role of academic self-efficacy and achievement motivation in the students

نویسندگان [English]

  • Jalal Moradian
  • Sirous Alipour
  • Manijeh Shehni Yailagh

چکیده [English]

Family is the most important social environment that affects the people’s growth. People are affected by their homes’ environment, not only physically and biologically, but also by their personality and early experiences. The aim of this study was to test a model consisting of causal relationship between parenting styles and academic performance, by mediating role of academic self-efficacy and achievement motivation. 236 Shahid Chamran University students (117 males and 119 female) completed Baumrind Parenting Styles Questionnaire (BPSQ), Achievement Motivation Test (AMT) and Academic Self-Efficacy Scale (ASES). The findings indicated that the authoritative parenting style had a positive direct effect and the authoritarian parenting style had a negative direct effect on achievement motivation and academic self-efficacy. The permissive parenting style had a negative direct effect on academic self-efficacy but had no effect on achievement motivation. Also, academic self-efficacy had a positive direct effect on academic performance, but there was no meaningful relationship between achievement motivation and academic performance. The results showed that the proposed model does not fit the data well. Therefore, a better fit was obtained by omitting the non-significant path from permissive parenting style to achievement motivation. In addition, the indirect total effects of authoritarian, authoritative and permissive parenting styles with academic performance, mediated by the role of academic self-efficacy and achievement motivation was significant.

کلیدواژه‌ها [English]

  • parenting styles
  • Academic performance
  • academic self-efficacy
  • Achievement motivation
مراجع
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دوفصلنامه روانشناسی خانواده
دوره 1، شماره 1 - شماره پیاپی 1
1
شهریور 1393
صفحه 63-74
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هم رسانی
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