نقش واسطه‌ای باورهای خودکارآمدی در رابطۀ ارضای نیازهای اساسی روان‌شناختی و ادراک از کیفیت فضای دانشگاه با سازگاری دانشجویان با دانشگاه

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دکترای روان‌شناسی تربیتی، دانشگاه شیراز

2 دانشیار روان‌شناسی تربیتی، دانشگاه شیراز

10.22099/jcr.2020.5817

چکیده

هدف از پژوهش حاضر، بررسی رابطۀ ساختاری بین ارضای نیازهای اساسی روان­شناختی و ادراک از کیفیت فضای دانشگاه با سازگاری با دانشگاه، همراه با واسطه­گری باورهای خودکارآمدیبود. این پژوهش از نوع همبستگی بود.  شرکت‌کنندگان 469 نفر از دانشجویان دانشگاه شیراز بودند، که با استفاده از روش نمونه­گیری تصادفی خوشه­ای انتخاب شدند، و پرسش‌نامۀ نیازهای اساسی روان­شناختی گانیه، پرسش‌نامۀ دانشکده و محیط دانشگاه مک­دونالد، مقیاس ابعاد خودکارآمدی موریس، و پرسش‌نامۀ سازگاری دانشجویان با دانشگاه بیکر و سیرک را تکمیل نمودند. پایایی و روایی نمرات حاصل از  ابزارهای پژوهش با استفاده از روش آلفای کرونباخ و تحلیل عامل تأییدی تعیین شد. نتایج تحلیل مدل­یابی معادلات ساختاری نشان داد، مدل پیشنهادی با داد­ه­های این پژوهش برازش مناسبی دارد، و اثر مستقیم نیازهای اساسی روان­شناختی و کیفیت فضای دانشگاه بر باورهای خودکارآمدیوسازگاری با دانشگاه تأیید شد. باورهای خودکارآمدینیز بر سازگاری با دانشگاه اثر مستقیم و همچنین داشت. همچنین یافته‌ها نشان دادند ارضای نیازهای اساسی روان­شناختی و کیفیت فضای دانشگاه با واسطه­گری باورهای خودکارآمدیبر سازگاری با دانشگاه تأثیر مثبت و غیرمستقیم دارند. بر اساس نتایج به‌دست آمده از این پژوهش می‌توان گفت ارضای نیازهای اساسی روان­شناختی و کیفیت فضای دانشگاه از طریق افزایش باورهای خودکارآمدی، بر سازگاری دانشجویان با دانشگاه تأثیر دارد.

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