مطالعات روان‌شناسی ورزشی

مطالعات روان‌شناسی ورزشی

مدل یابی روابط ساختاری رفتارهای بین‌فردی معلمان ورزش و درگیری دانش‌آموزان در درس تربیت‌بدنی: نقش میانجی گر اقلیم انگیزشی کلاس (مورد مطالعه: دانش‌آموزان پسر دوره دوم متوسطه شهر تهران)

نوع مقاله : مطالعه پژوهشی اصیل

نویسنده
محمد جواد افشاریان
استادیار، گروه آموزش تربیت بدنى، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران
10.22089/spsyj.2025.15517.2431
چکیده
هدف: پژوهش حاضر با هدف مدل‌یابی روابط ساختاری رفتارهای بین‌فردی معلمان ورزش و درگیری دانش‌آموزان پسر دوره دوم متوسطه تهران در درس تربیت‌بدنی با نقش میانجی گر اقلیم انگیزشی کلاس انجام شد.

مواد و روش ها: روش پژوهش، توصیفی-همبستگی از نوع مدل‌سازی معادلات ساختاری بود. جامعه آماری شامل ۳۳۶۶۷ دانش‌آموز پسر متوسطه دوم شهر تهران بود که از میان آن‌ها ۳۴۶ نفر با روش نمونه‌گیری تصادفی انتخاب شدند. ابزارهای گردآوری داده‌ها شامل پرسشنامه‌های رفتار بین‌فردی معلم (بورگنو و مدینا-کازائوبون، ۲۰۲۱)، درگیری دانش‌آموز (استرینگ‌فلو و همکاران، ۲۰۲۴) و اقلیم انگیزشی کلاس (میلتون و همکاران، ۲۰۱۸) بودند. پایایی ابزارها با آلفای کرونباخ تأیید شد. تحلیل داده‌ها با روش حداقل مربعات جزئی و نرم‌افزارهای SPSS و smart PLS انجام گرفت.

یافته‌ها: نتایج نشان داد که رفتارهای بین‌فردی معلمان به‌طور مستقیم و معناداری بر اقلیم انگیزشی کلاس (با ضریب تبیین ۶۲/۶ درصد) و درگیری دانش‌آموزان (با ضریب تبیین ۷۴ درصد) اثر می‌گذارد. همچنین آزمون سوبل با 95 درصد اطمینان نقش میانجی‌گری اقلیم انگیزشی را در رابطه بین رفتار بین فردی معلم و درگیری دانش‌آموز تأیید کرد (VAF=0.396) و شاخص برازش کلی مدل (GOF=0.566) نشان‌دهنده برازش قوی مدل بود.

نتیجه‌گیری: رفتارهای حمایت‌گرایانه معلمان ورزش با ایجاد اقلیم انگیزشی توانمندساز، زمینه را برای افزایش ابعاد چهارگانه درگیری (رفتاری، شناختی، عاطفی و عاملیتی) دانش‌آموزان فراهم می‌آورد.
کلیدواژه‌ها
اقلیم انگیزشی کلاس
تربیت‌بدنی
دانش‌آموزان دوره متوسطه
درگیری دانش‌آموز
رفتارهای بین‌فردی معلمان ورزش
موضوعات

عنوان مقاله English

Structural Equation Modeling of the Relationships between Sports Teachers' Interpersonal Behaviors and Student Engagement in Physical Education Lessons: The Mediating Role of Classroom Motivational Climate (Case Study: Male High School Students)

نویسنده English

Mohammad Javad Afsharian
Assistant Professor, Department of Physical Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran
چکیده English

Objective: The present study aimed to model the structural relationships between sport teachers' interpersonal behaviors and student engagement among male high school students in Tehran in physical education lessons, with the mediating role of classroom motivational climate.

Materials and Methods: The research method was descriptive-correlational using structural equation modeling. The statistical population consisted of 33,667 male high school students in Tehran, from which 346 students were selected through random sampling. Data collection instruments included the Interpersonal Behavior Questionnaire (Burgueño and Medina-Casaubón, 2021), the Student Engagement Questionnaire (Stringfellow et al., 2024), and the Classroom Motivational Climate Questionnaire (Milton et al., 2018). Instrument reliability was confirmed through Cronbach's alpha. Data analysis was conducted using the partial least squares method and SPSS and Smart PLS software.

Findings: The results showed that teachers' interpersonal behaviors had a direct and significant effect on classroom motivational climate (with an R² of 62.6%) and student engagement (with an R² of 74%). Furthermore, the Sobel test with 95% confidence confirmed the mediating role of motivational climate in the relationship between teachers' interpersonal behaviors and student engagement (VAF = 0.396) , and the overall model fit index (GOF = 0.566) indicated a strong model fit.

Conclusion: Supportive behaviors of sport teachers by creating an empowering motivational climate, provide the groundwork for enhancing the four dimensions of engagement (behavioral, cognitive, emotional, and agentic) among students.

کلیدواژه‌ها English

Classroom Motivational Climate, Physical Education, High School Students, Student Engagement, Sport Teachers'
Interpersonal Behaviors
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مطالعات روان‌شناسی ورزشی
دوره 15، شماره 57
پاییز 1405
صفحه 1-18

  • تاریخ دریافت 05 شهریور 1403
  • تاریخ بازنگری 09 تیر 1404
  • تاریخ پذیرش 08 مرداد 1404