ارتباط بین رفتار بین‌فردی معلم، انگیزش، و درگیری تحصیلی دانش‌آموزان در کلاس زبان انگلیسی

نوع مقاله : مقاله پژوهشی

نویسنده

گروه زبان انگلیسی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی واحد ارومیه، ارومیه ، ایران

چکیده

پژوهش حاضر با هدف بررسی الگوی ارتباطی میان سبک‌های رفتار بین‌فردی معلمان (حامی و خنثی‌گر نیازهای روان‌شناختی) و درگیری تحصیلی دانش‌آموزان در کلاس‌های زبان انگلیسی به‌عنوان زبان خارجی، با تأکید بر نقش واسطه‌ای انگیزش خودمختار و کنترل‌شده انجام شد. این پژوهش از نوع توصیفی-همبستگی و از نظر هدف، کاربردی است. تعداد 305 دانش‌آموز دختر و پسر دوره دوم متوسطه با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای انتخاب شدند. شرکت‌کنندگان پرسشنامه‌های معتبر مربوط به رفتارهای حامی و خنثی‌گر نیازهای معلم، انگیزش خودمختار و کنترل‌شده، و درگیری تحصیلی را تکمیل کردند. داده‌ها با استفاده از تحلیل مسیر در چارچوب مدل‌یابی معادلات ساختاری تحلیل شدند. نتایج نشان داد رفتارهای حامی و خنثی‌گر نیازهای معلم، به‌ترتیب به‌طور مثبت و منفی، درگیری تحصیلی دانش‌آموزان در کلاس‌های زبان انگلیسی را پیش‌بینی می‌کنند. علاوه بر این، انگیزش خودمختار نقش واسطه‌ای معناداری در رابطه بین رفتارهای بین‌فردی معلم و درگیری تحصیلی دارد. بر این اساس، ایجاد محیط‌های یادگیری حامی نیازهای روان‌شناختی می‌تواند از طریق تقویت انگیزش خودمختار، به ارتقای مشارکت تحصیلی دانش‌آموزان در کلاس‌های زبان انگلیسی منجر شود.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Relationship between Teachers’ Interpersonal Behavior, Motivation, and Student Engagement in English Language Classrooms

نویسنده [English]

  • Seyyed Hossein Kashef
English Department,, Islamic Azad University, Ur., C. Urmia, Iran
چکیده [English]

The present study aimed to examine the correlational model between teachers’ interpersonal behavior styles (need-supportive and need-thwarting) and academic engagement in English as a Foreign Language (EFL) class, with particular emphasis on the mediating role of autonomous and controlled motivation. This study is a descriptive-correlational study and  is a part of applied research in terms of purpose . A total of 305 male and female students from the second level of secondary education were selected using a cluster random sampling method. Participants completed validated questionnaires assessing need-supportive and need-thwarting teacher behaviors, autonomous and controlled motivation, and academic engagement. Data were analyzed using path analysis within the structural equation modeling framework. The results  indicated that need-supportive and need-thwarting teacher behaviors significantly predicted students’ academic engagement in English language classrooms, in positive and negative directions, respectively. Moreover, autonomous motivation mediated the relationships between teachers’ interpersonal behavior and academic engagement. So, creating psychologically need-supportive learning environments can enhance students’ engagement in English language classrooms by promoting autonomous motivation.

کلیدواژه‌ها [English]

  • Self-determination Theory
  • Teacher Behavior
  • Motivationa
  • Engagement
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  • تاریخ دریافت: 04 بهمن 1404
  • تاریخ بازنگری: 20 فروردین 1405
  • تاریخ پذیرش: 31 خرداد 1405
  • تاریخ اولین انتشار: 31 خرداد 1405
  • تاریخ انتشار: 01 مهر 1405