نمذجة العلاقات السببية بين التوجهات الهدفية ومعتقدات الكفاءة الذاتية الأكاديمية والتحصيل الدراسي بسلطنة عمان

المؤلفون

  • Fahima Alsaidi Ministry of Education, Oman
  • Said Aldhafri Associate professor, Department of psychology, SQU Director of Observatory, the Research Council, Oman.

الكلمات المفتاحية:

النمذجة السببية، معتقدات الكفاءة الأكاديمية، التوجهات الهدفية، التحصيل الدراسي، سلطنة عمان

الملخص

هدف البحث إلى الكشف عن التأثيرات المتبادلة بين التوجهات الهدفية ومعتقدات الكفاءة الذاتية الأكاديمية في علاقتهما بالتحصيل الدراسي لدى (376) طالبًا وطالبة من طلبة الصف العاشر بسلطنة عمان، والتوصل لأفضل نموذج يفسر التأثيرات المباشرة وغير المباشرة بين المتغيرات الحالية، وباستخدام مقياس معتقدات الكفاءة الذاتية الأكاديمية والتوجهات الهدفية. توصلت النتائج باستخدام برنامج AMOS25 عن وجود تأثيرات تبادلية بين معتقدات الكفاءة الذاتية الأكاديمية والتوجهات الهدفية في علاقتهما بالتحصيل الدراسي؛ حيث أشارت النتائج إلى أن النموذجين المقترحين قد حقق كل منهما المؤشرات الخاصة بحسن المطابقة، كما بينت النتائج أن نسبة التباين المفسر في التحصيل الدراسي كان متقاربا بين النموذجين؛ إذ تم تفسير 27% من التباين باستخدام التوجهات الهدفية كمتغير وسيط، بينما تم تفسير 26%  من التباين في النموذج الذي كانت فيه معتقدات الكفاءة الذاتية الأكاديمية وسيطا.

التنزيلات

بيانات التنزيل غير متوفرة بعد.

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التنزيلات

منشور

2021-12-01

كيفية الاقتباس

Alsaidi, F. ., & Aldhafri, S. . (2021). نمذجة العلاقات السببية بين التوجهات الهدفية ومعتقدات الكفاءة الذاتية الأكاديمية والتحصيل الدراسي بسلطنة عمان. دراسات: العلوم التربوية, 48(4), 256–271. استرجع في من https://dsr.ju.edu.jo/djournals/index.php/Edu/article/view/2935

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