نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد برنامه ریزی آموزشی،دانشکده علوم انسانی،دانشگاه آزاداسلامی ،قم، ایران
2 استادیار فلسفه تعلیم و تربیت ،دانشکده علوم تربیتی ،دانشگاه فر هنگیان ،قم، ایران
چکیده
تازه های تحقیق
نتایج ماحصل از استفاده از بر شاخص‌های آمار توصیفی از جمله میانگین و انحراف استاندارد و آزمون‌های آماری ضریب همبستگی پیرسون و رگرسیون نشان داد بین شادکامی و خودکارآمدی با پایستگی تحصیلی دانشجویان دانشگاه علوم پزشکی شهر قم رابطه مثبت و معناداری وجود دارد.
یافته‌های پژوهش حاضر دارای تلویحات کاربردی برای مداخله‌های آموزشی – مشاورهای با هدف ارتقای پایستگی تحصیلی دانشجویان براساس تقویت شادکامی و خودکارآمدی است تا دانشجویان بتوانند به هنگام رویارویی با چالشهای تحصیلی به شیوه کارآمد و سازگارانه پاسخ دهند. نتایج مبین آن بود که پایستگی تحصیلی دانشجویان دانشگاه علوم پزشکی قم براساس شادکامی و خودکارآمدی قابل پیش‌بینی است، بنابراین نتیجه گرفته شد که شادکامی و خودکارآمدی می‌توانند پایستگی تحصیلی را پیش‌بینی نمایند.
نتایج نشان داد که پایستگی تحصیلی دانشجویان دانشگاه علوم پزشکی قم براساس شادکامی قابل پیش‌بینی است، بنابراین نتیجه گرفته شد که شادکامی می‌تواند پایستگی تحصیلی را پیش‌بینی نمایند.
در خصوص تبیین رابطه شادکامی و پایستگی به نظر می‌رسد افراد شادکام، افکار و رفتارهایی دارند که سازگار و کمک‌کننده است. این افراد با دید روشن به امور می‌نگرند، به طور مستقیم برای حل مسائل خود می‌کوشند و به موقع از دیگران کمک می‌طلبند.
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
The aim of the present study was to predict academic retention of students at Qom University of Medical Sciences based on happiness and self-efficacy. The study was conducted using a descriptive-correlational method. The statistical population of this study included all students at Qom University of Medical Sciences, 2560 people (1397 girls, 1163 boys) in the academic year of 2023-2024, from which 347 students were sampled based on the Krejci and Morgan table and using a relative stratified method. To collect data, the Oxford Argyle et al. Happiness Questionnaire, the Sherer General Self-Efficacy Questionnaire, and the Martin and Marsh Academic Retention Questionnaire were used. The results of Cronbach's alpha coefficient for the happiness questionnaires (α = 0.94), self-efficacy (α = 0.92), and academic retention (α = 0.80) were obtained, which indicate appropriate reliability of the instruments. Analysis of the findings showed that there is a positive and significant relationship between happiness and academic retention (r = 0.50) and self-efficacy and academic retention (r = 0.46) (sig < 0.01). The results of multiple regression showed that happiness and self-efficacy can predict academic retention (p < 0.01, F = (344, 2)61.69). The square of the multiple correlation coefficient is R2 = 0.26, which indicates that the predictor variables can explain 26 percent of the changes in the academic retention variable. According to the results, it can be concluded that in order to increase academic retention, students' happiness and self-efficacy should be planned
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