نوع مقاله : مقاله پژوهشی

نویسندگان

1 1دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

2 دانشیار گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، اهواز، ایران

3 دانشجوی کارشناسی ارشد تحقیقات آموزشی دانشگاه فردوسی، مشهد، ایران

4 دانشجوی کارشناسی ارشد روان‌شناسی بالینی، واحد لاهیجان، دانشگاه آزاد اسلامی، لاهیجان، ایران

چکیده

هدف این پژوهش، بررسی تأثیر سرمایه‌های روان‌شناختی و روحیۀ‌ پژوهشی با خودمختاری پژوهشی دانشجویان تحصیلات تکمیلی دانشگاه چمران اهواز بود. روش پژوهش، توصیفی از نوع همبستگی بود. جامعۀ آماری در این تحقیق شامل همۀ دانشجویان تحصیلات تکمیلی دانشکده‌های علوم انسانی دانشگاه چمران اهواز که در سال تحصیلی 97- 1396 مشغول به تحصیل بوده و تعداد آنها در کل 368 نفر بود. از این تعداد 190 نفر با روش نمونه‌گیری، طبقه‌ای نسبتی به‌عنوان نمونۀ پژوهش انتخاب شدند. گردآوری داده‌های پژوهش با استفاده از پرسشنامه‌های خودمختاری پژوهشی (2016، garavand)، سرمایۀ روان‌شناختی (لوتانز و همکاران، 2007) و روحیۀ پژوهشی (Shirzad,2011) انجام شد. تحلیل داده‌ها با استفاده از نرم‌افزار SPSS21 و بهره‌گیری از رگرسیون چندگانه انجام شد. نتایج، تحلیل رگرسیون نشان داد که از بین خرده‌مقیاس‌های سرمایه روان‌شناختی دو خرده‌مقیاس تاب‌آوری و خرده‌مقیاس‌ خودکارآمدی قادر به تأثیرگذاری بر خودمختاری پژوهشی می‌باشند. علاوه بر این، از بین خرده‌مقیاس‌های روحیۀ پژوهشی، دو خرده‌مقیاس پشتکار و خرده‌مقیاس کنجکاوی قادر به تأثیرگذاری بر خودمختاری پژوهشی بودند.

کلیدواژه‌ها

عنوان مقاله [English]

The Investigate effect of psychological capital and spirit of inquiry on research autonomy of postgraduate students of Shahid Chamran university of Ahvaz

نویسندگان [English]

  • yaser garavand 1
  • Gholamhossien Maktabi 2
  • Mohammad Koohi 3
  • Maryam Samadi Taher Gorabi 4

1 Ph.D. Student of Educational Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

2 Associate Professor, Department of Educational Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

3 Masters student of Educational Research Ferdowsi University, Mashhad, Iran

4 M.A. Student of Clinical Psychology, Lahijan Branch, Islamic Azad University, Lahijan, Iran

چکیده [English]

The purpose of this study was to investigate the effect of psychological capital and spirit of inquiry on research autonomy of postgraduate students of Chamran university of Ahvaz. The research method was descriptive correlational. the statistical population of the study included all postgraduate students of the faculties of humanities of Chamran university who were studying in the academic year 1396-97 that is total of 368 students of these, 190 people were selected by stratified sampling method as research sample. data were collected using Research autonomy questionnaire (Gravand, 2016), Psychological capital (Lutans et al., 2007) and Spirit of inquiry (Sherzad, 2012). data were analyzed by SPSS-21 software using multiple regression. The results of regression analysis showed that among the subscales of psychological capital, two subscales of resiliency and self-efficacy subscales were able to influence research autonomy. in addition, among the subscales of the spirit of inquiry, two subscales of perseverance and the curiosity subscale were able to influence research autonomy. Therefore, it is necessary to nurture and enhance resilience, self-efficacy, perseverance, and curiosity as effective factors in enhancing students' autonomy and research spirit, to consider the relevant professors, authorities, and policy makers and provide context for the realizing of these traits in educational settings.

کلیدواژه‌ها [English]

  • Research autonomy
  • psychological capital
  • spirit of inquiry
  • Graduate Students
Abolmaali, kh; Hashemian,k & Anari,F. (2011). Determining the contributions of classroom environment perception in predicting academic engagement of female high school students in Tehran. Quarterly Journal of New Thoughts in Educational Sciences, (7) 3, 19-34. [Persian].
Amoi, N; Ajam, Ein; & Badnova, S. (1396). The role of psychological capital in predicting academic achievement of nutrition and food industry students. Journal of Research in Medical Education, (2) 9, 66-75. [Persian].
Atomatofa, R., Okoye, N., & Igwebuike, T. (2016). Learning environments as basis for cognitive achievements of students in basic science classrooms in Nigeria. Universal Journal of Educational Research, 4(6), 1471-1478.
Avey, J. B., Reichard, R. J., Luthans, F., & Mhatre, K. H. (2011). Meta‐analysis of the impact of positive psychological capital on employee attitudes, behaviors, and performance. Human resource development quarterly, 22(2), 127-152.
Ayaz, M. F., & Sekerci, H. (2015). The effects of the constructivist learning approach on student's academic achievement: a meta-analysis study. Turkish Online Journal of Educational Technology-TOJET, 14(4), 143-156.
Barrow, R. (2010). Plato, utilitarianism and education (International Library of the Philosophy of Education Volume 3). London: Routledge.
Bartholomew, K. J., Ntoumanis, N., & Thgersen-Ntoumani, C. (2009). A review of controlling motivational strategies from a self-determination theory perspective: Implications for sports coaches. International Review of Sport and Exercise Psychology, 2(2), 215-233.
Callina, K. S., Snow, N., & Murray, E. D. (2017). The history of philosophical and psychological perspectives on hope: Toward defining hope for the science of positive human development. New York, NY: Oxford University Press.
Chen, K. C., & Jang, S. J. (2010). Motivation in online learning: Testing a model of self-determination theory. Computers in Human Behavior, 26(4), 741-752.
Datu, J. A. D., King, R. B., & Valdez, J. P. M. (2018). Psychological capital bolsters motivation, engagement, and achievement: Cross-sectional and longitudinal studies. The Journal of Positive Psychology, 13(3), 260-270.‌
Fazlullahi, S. (2011). Inhibitory factors affecting student research. Islam and Educational Research, 1, 165-184. [Persian].
Gadimi Nooran, M. & Younesi, J. (2016). Construction and validation of the psychological capital scale and its relationship with mental well-being. Journal of Educational Measurement, 7 (25), 159-186. [Persian].
Garavand, Y. (2016). Presenting a causal model of engagement and research autonomy: the mediating role of academic meaning. Master Thesis, Ferdowsi University, Mashhad, Iran. [Persian].
Haddad Alavi, R.; Abdullahi, A; & Ahmadi, A. (2007). Hidden research curriculum in school tacit learning; Item: Scientific spirit. Journal of Humanities, 23 (2), 33-66. [Persian].
Hashemi Nusratabad, T.; Babapour Khairuddin, J.; & Bahadori Khosroshahi, J. (2011). The role of psychological capital in psychological well-being according to the adjusting effects of social capital. Journal of Social Psychology Research, 1 (4), 123-144. [Persian].
Hastie, R., & Dawes, R. M. (2010). Rational choice in an uncertain world: The psychology of judgment and decision making. SAGE Publications.
Hospel, V., & Galand, B. (2016). Are both classroom autonomy support and structure equally important for students' engagement? A multilevel analysis. Learning and Instruction, 41, 1-10.
Irjirad, A. & Malikzadeh Nasrabadi, A. (2016). Investigating the effect of psychological capital Mediated by motivation of progress on students' creativity. Journal of Innovation and Creativity Research in Humanities, (4) ‌6, 51-70. [Persian].
Ito, K., Ito, Y., & Nishida, S. (2011). Method for cultivating the “inquiry-mindset” using the information access-based belief bias parameter. In Human-Computer Interaction. Users and Applications (pp. 48-57). New York, NY: Springer.
Jafri, M. H. (2012). Psychological capital and innovative behavior: An empirical study on apparel fashion industry. Journal of Contemporary Management Research, 6(1), 42-52. [Persian].
Jang, H., Kim, E. J., & Reeve, J. (2016). Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. Learning and Instruction, 43, 27-38.
Kanter, S. B. (2006). Embodying research: A study of student engagement in research writing. Indiana University of Pennsylvania, Indiana.
Keyes, C. L., Shmotkin, D., & Ryff, C. D. (2002). Optimizing well-being: the empirical encounter of two traditions. Journal of Personality and Social Psychology, 82(6), 1007.‌
King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development, 46(6), 571-592.
Liu, D., Jiang, K., Shalley, C. E., Keem, S., & Zhou, J. (2016). Motivational mechanisms of employee creativity: A meta-analytic examination and theoretical extension of the creativity literature. Organizational Behavior and Human Decision Processes, 137, 236-263.
Luthans, F. (2002). The need for and meaning of positive organizational behavior. Journal of Organizational Behavior, 23(6), 695-706.
Luthans, F., Avey, J. B., & Patera, J. L. (2008). Experimental analysis of a web-based training intervention to develop positive psychological capital. Academy of Management Learning & Education, 7(2), 209-221.
Luthans, F., Youssef, C., & Avolio, B. (2007). Psychological capital: Developing the human competitive edge. Oxford, England: Oxford University Press.
Miri, M. (2013). The mediating role of expected research outcomes in relation to spirit of inquiry and professors 'support for research independence with students' research motivation. Master Thesis, Ferdowsi University of Mashhad, Mashhad, Iran. [Persian].
Musaei, M. & Ahmadzadeh, M. (2009). Development training and sustainable development. Yas Strategy Quarterly, 18, 209-223. [Persian].
Ortega-Maldonado, A., & Salanova, M. (2018). Psychological capital and performance among undergraduate students: the role of meaning-focused coping and satisfaction. Teaching in Higher Education, 23(3), 390-402.
Parker, C. P., Baltes, B. B., Young, S. A., Huff, J. W., Altmann, R. A., Lacost, H. A., & Roberts, J. E. (2003). Relationships between psychological climate perceptions and work outcomes: A meta‐analytic review. Journal of Organizational Behavior, 24(4), 389-416.
Pintrich, R. P., & Schunk, D. H. (2002). Motivational in education: Theory, research, and applications (2nd ed.). NJ: Merrill Publication.
Pritchard, M. E., & Wilson, G. S. (2003). Using emotional and social factors to predict student success. Journal of college student development, 44(1), 18-28.‌
Qasemi, J.; Asadi, A.; & Hosseini, Gh. (2007). Investigating the effective factors in creating entrepreneurial spirit of graduate students of the Campus of Agriculture and Natural Resources, University of Tehran. Journal of Agricultural Research and Development, 4, 35-45. [Persian].
Schuckert M., Kim, T. T., Paek, S., & Lee. G. (2018). Motivate to innovate: How authentic and transformational leaders influence employees’ psychological capital and service innovation behavior. International Journal of Contemporary Hospitality Management, 30(2), 776-796.
Schunk, D. H., Meece, J. R., & Pintrich, P. R. (2012). Motivation in education: Theory, research, and applications. New York, NY: Pearson Higher Ed.
Seif, A. (2010). Modern Educational Psychology: The Psychology of Learning and Teaching. Tehran: Doran Publications. [Persian].
Seligman, M. E., & Csikszentmihalyi, M. (2014). Positive psychology: An introduction. In Flow and the foundations of positive psychology (pp. 279-298). New York, NY: Springer.
Severiens, S., Meeuwisse, M., & Born, M. (2015). Student experience and academic success: comparing a student-centred and a lecture-based course programme. Higher Education, 70(1), 1-17.
Seyedmajidi, M., Abbasi, A., Jahanian, I., Khafri, S., & Hamzehpour, M. (2014). Evaluation of graduate students' satisfaction from thesis supervision in Babol Faculty of Dentistry. Journal of Craniomaxillofacial Research, 51-57.‌ [Persian].
Shirzad, Z. (2011). Construction and validation of spirit of inquiry scale in female high school students in Mashhad. Master Thesis, Ferdowsi University, Mashhad, Iran. [Persian].
Silva, D., & Roche, M. (2010). Contribution of psychological capital to entrepreneurs success during recessionary times. New Zealand Applied Business Educators Conference.
Siu, O., L., Bakker, A., B., & Jiang, X. (2014). Psychological capital among university students: Relationships with study engagement and intrinsic motivation. Journal of Happiness Studies, 15(4), 979-994.
Snyder, C. R., Shorey, H. S., Cheavens, J., Pulvers, K. M., Adams III, V. H., & Wiklund, C. (2002). Hope and academic success in college. Journal of educational psychology, 94(4), 820.‌
Stajkovic, A. D., & Luthans, F. (1998). Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin, 124(2), 240-261.
Sweetman, D., Luthans, F., Avey, J. B., & Luthans, B. C. (2011). Relationship between positive psychological capital and creative performance. Canadian Journal of Administrative Sciences/Revue Canadienne des Sciences de l'Administration, 28(1), 4-13.
Tanhaye Rashvanloo, F; Tanhaei Rashvanloo, F &Hejazi, A. (2014).The role of teachers 'teaching quality in health students' tendency to critical thinking. Journal of Education Strategies in Medical Sciences, 7, 391-397. [Persian].
Topolovcan, T., & Matijevic, M. (2017). Critical thinking as a dimension of constructivist learning: some of the characteristics of students of lower secondary education in croatia. CEPS Journal: Center for Educational Policy Studies Journal, 7(3), 47-66.
Unrau, Y. A., & Beck, A. R. (2004). Increasing research self-efficacy among students in professional academic Programs. Innovative Higher Education, 28(3), 178-204.
Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., ... & Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22(6), 431-439.
Yazdani, S. (2009). Factors affecting the spirit of faculty members of public universities in Iran. Master Thesis, Tarbiat Modares University. [Persian].
Youssef, C. M., & Luthans, F. (2007). Positive organizational behavior in the workplace: The impact of hope, optimism, and resilience. Journal of management, 33(5), 774-800.