ارائه مدل علی روابط ادراک از اهداف پیشرفت و کاربرد روش‌های فعال تدریس: نقش واسطه‌ای هیجانات تدریس در میان دبیران تربیت‌بدنی

نوع مقاله : مطالعه پژوهشی اصیل

نویسندگان

1 گروه علوم تربیتی دانشگاه پیام نور اراک

2 دانشیار گروه علوم تربیتی دانشگاه پیام نور، تهران، ایران.

چکیده

پژوهش حاضر، با هدف ارائة مدل علی روابط ادراک از اهداف پیشرفت فراگیران و کاربرد روش‌های فعال تدریس دبیران تربیت‌بدنی، با نقش واسطه‌ای هیجان‌های تدریس انجام شد. تعداد 317 نفر از دبیران تربیت‌بدنی استان اصفهان به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند و به پرسش‌نامه‌های اهداف پیشرفت، روش فعال تدریس و هیجان‌های تدریس پاسخ دادند. در بررسی روابط علی میان متغیرها، از روش تحلیل مسیر و نرم‌افزار لیزرل استفاده شد. نتایج نشان داد که اهداف تبحری ازطریق واسطه‌گری هیجان‌های مثبت و منفی بر روش فعال تدریس، دارای اثر غیرمستقیم و مثبت است؛ درحالی‌که تأثیر اهداف رویکرد- عملکرد و اجتناب- عملکرد، غیرمستقیم و منفی است. همچنین، میزان واریانس تبیین‌شدة استفاده از روش‌های تدریس فعال، بیانگر اهمیت ادراک معلمان از اهداف و هیجان‌های تدریس در استفاده از روش‌های فعال تدریس است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Presenting a casual model of relationship between Perception of achievement goals and the application of active teaching methods: the meditating role of teaching emotions Among Physical Education Teachers

نویسندگان [English]

  • zohreh soleimani 1
  • ahmad rastegar 2
  • fatemeh zamani 1
1 Department of Educational Sciences, Payam Noor University, Arak
2 Assistant Professor of Educational Planning at Payam Noor University, Tehran.
چکیده [English]

The purpose of this study was to provide a causal model of the relationships between learners' perception of achievement goals and application of active teaching methods by physical education teachers with the mediating role of teaching emotions. In this regard, 317 physical education teachers of Isfahan province were selected by multistage cluster sampling and responded to the achievement goals, active teaching methods and teaching emotions. In the study of causal relationships between variables, path analysis and LISREL software were used. The results showed that mastery goals, through the mediation of positive and negative emotions, have indirect and positive effect on active teaching methods; while the impact of the performance-approach and performance-avoidance goals are indirect and negative. Also, the amount of variance explained by the use of active teaching methods indicates the importance of teachers' perceptions of teaching goals and emotions in using active teaching methods.

کلیدواژه‌ها [English]

  • Keywords: active teaching methods
  • perception of achievement goals
  • teaching emotions

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سابقه مقاله

  • تاریخ دریافت: 03 شهریور 1396
  • تاریخ بازنگری: 04 فروردین 1397
  • تاریخ پذیرش: 10 اردیبهشت 1397

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