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تدوین مدل بی‌صداقتی تحصیلی بر اساس هیجان‌های پیشرفت با میانجی‌گری درگیری تحصیلی خانواده در دانش-آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان
1 دانشجوی دکتری روان شناسی عمومی، واحدسمنان، دانشگاه آزاد اسلامی، سمنان، ایران.
2 استادیارگروه روان شناسی، واحدسمنان، دانشگاه آزاد اسلامی، سمنان، ایران.
3 استاد گروه روان شناسی، دانشکده علوم اقتصادی و اجتماعی، دانشگاه بوعلی سینا، همدان، ایران.
4 دانشیار گروه مهندسی صنایع، دانشگاه آزاد اسلامی، واحد سمنان، سمنان، ایران.
چکیده
هدف: هدف از مطالعه حاضر بررسی تدوین مدل بی‌صداقتی تحصیلی بر اساس هیجان‌های پیشرفت با میانجی‌گری درگیری تحصیلی خانواده دانش‌آموزان بود. روش پژوهش: طرح پژوهش حاضر از نوع توصیفی‌ همبستگی است. جامعه آماری پژوهش شامل کلیه دانش‌آموزان دختر متوسطه دوم شهر سمنان در سال 1403-1402 بود که با استفاده از نمونه‌گیری خوشه‌ای چندمرحله‌ای تعداد 260 نفر به‌عنوان نمونه انتخاب شدند. ابزارهای پژوهش شامل پرسشنامه‌های بی‌صداقتی تحصیلی (مک‌کابی و تروینییو، 1999)، هیجانات پیشرفت (پکران و همکاران، 2005) و درگیری تحصیلی خانواده (فن و ویلیامز، 2010) بودند. داده‌ها با استفاده از روش آماری مدل‌یابی معادلات ساختاری و نرم افزارهای SPSS و AMOS تحلیل شد. یافته‌ها: ارزیابی مدل فرضی پژوهش با استفاده از شاخص های برازندگی نشان داد که مدل فرضی، با مدل اندازه گیری برازش دارد (91/0=CFI، 96/0= NFI،07/0=(RMSEA. نتایج پژوهش نشان داد که هیجان-های پیشرفت به‌طور مستقیم بر بی‌صداقتی تحصیلی در سطح 05/0P< تاثیر معناداری دارد؛ همچنین، هیجان‌های پیشرفت به‌طور غیرمستقیم از طریق درگیری تحصیلی خانواده نیز بر بی‌صداقتی تحصیلی موثر است. نتیجه‌گیری: با توجه به نتایج این پژوهش، جهت بهبود بی‌صداقتی تحصیلی، مداخله در هیجان‌های پیشرفت و درگیری تحصیلی خانواده در دانش‌آموزان می‌تواند دارای اهمیت باشد.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

The development of a model of academic dishonesty based on achievement emotions with the mediation of family academic engagement in students

نویسندگان English

Farahnaz Taheri 1
Faeze jahan 2
Abolghasem Yaghoobi 3
Ali Jahan 4
1 PhD student in general psychology, Semnan Branch, Islamic Azad university, Semnan, Iran.
2 Assistant Professor of Psychology, Semnan Branch, Islamic Azad university, Semnan, Iran
3 Professor, Department of Psychology, Faculty of Economics and Social Sciences, Bu-Ali Sina University, Hamedan, Iran.
4 Associate Professor, Department of Industrial Engineering, Semnan Branch, Islamic Azad University, Semnan, Iran.
چکیده English

Aim: The aim of this study was to develop a model of academic dishonesty based on achievement emotions, with academic engagement of students' families as a mediator. Method: The research design is correlational and descriptive. The statistical population of the study consisted of all female high school students in Semnan city during the academic year 2024, from which 260 students were selected as a sample using multi-stage cluster sampling. The research tools included Academic Dishonesty Scale (McCabe & Trevino, 1999), Achievement Emotions Questionnaire (Pekrun et al., 2005), and Family Academic Engagement Scale (Fan & Williams, 2010). Data were analyzed using structural equation modeling and SPSS and AMOS software. Results: The evaluation of the hypothesized model using goodness-of-fit indices showed that the hypothesized model fit well with the measurement model (CFI=0.91, NFI=0.96, RMSEA=0.07). The results showed that achievement emotions have a direct significant effect on academic dishonesty at the 0.05 level (P<0.05). Additionally, achievement emotions indirectly affect academic dishonesty through family academic engagement. Discussion: According to the results of this study, in order to improve academic dishonesty, intervention in students' emotions of progress and family academic involvement can be important.

کلیدواژه‌ها English

Academic dishonesty
achievement emotions
family academic engagement
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  • تاریخ دریافت 26 بهمن 1403
  • تاریخ بازنگری 10 اسفند 1403
  • تاریخ پذیرش 12 اسفند 1403
  • تاریخ اولین انتشار 29 فروردین 1404
  • تاریخ انتشار 01 شهریور 1404