النموذج البنائي للعلاقات بين الدافع الأکاديمي والکفاءة الذاتية والاتجاه نحو التدريس والتحصيل الأکاديمي لدى طلبة کلية التربية جامعة السلطان قابوس بسلطنة عمان | ||||
| التربية (الأزهر): مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية) | ||||
| Article 6, Volume 36, 173ج2, 2017, Page 229-250 PDF (791.38 K) | ||||
| Document Type: بحوث فی مجال علم النفس والصحة النفسیة | ||||
| DOI: 10.21608/jsrep.2017.6376 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| احمد محمد شبيب1; هلال بن زاهر النبهاني2 | ||||
| 1أستاذ علم النفس التربوي کلية التربية جامعة السلطان قابوس عمان/ أستاذ علم النفس التعليمي کلية التربية جامعة الأزهر بالقاهرة | ||||
| 2أستاذ علم النفس التربوي المشارک کلية التربية جامعة السلطان قابوس مسقط عمان | ||||
| Abstract | ||||
| هدف البحث الحالي إلى التحقق من العلاقة بين الدافع الأکاديمي والکفاءة الذاتية والاتجاهات نحو مهنة التدريس والتحصيل الأکاديمي لدى الطلاب المعلمين قبل الخدمة. حيث إن استکشاف العلاقات بين هذه المتغيرات يلقي الضوء على معتقدات الکفاءة الذاتية واتجاهات الطلبة الذين يصبحون فيما بعد معلمين مما قد يساعد ذلک کليتهم فيما بعد من إعداد معلمين أکفاء ولديهم اتجاهات ايجابية نحو مهنتهم. تکونت عينة البحث من 211 تم اختبارهم من طلبة کلية التربية جامعة السلطان قابوس في العام الدراسي الجامعي 2016-2017م. أشارت نتائج البحث إلى أن الدافع الأکاديمي يؤثر في الکفاءة الذاتية والاتجاه نحو التدريس، کما اتضح ذلک من الوزن الانحداري المعياري فقد بلغ على الترتيب (0.259 – 0.603). کما تبين عدم وجود تأثير للدافع الأکاديمي على التحصيل الدراسي فقد بلغ الوزن الانحداري المعياري (0.64). The objective of this research is to investigate the relationship between academic motivation, self-efficacy, and attitudes towards the teaching profession and academic achievement of pre-service teachers. Exploring the relationships between these variables sheds light on the self-efficacy beliefs and attitudes of students who later become teachers, which may help to prepare qualified teachers with positive attitudes towards their profession. The research sample consisted of 211 students from the College of Education, Sultan Qaboos University, in the academic year 2016-2017. The results showed that the academic motivation affects the self-efficacy and the tendency towards teaching, as indicated by the standard regression weight, which was (0.289-0.603). It also showed that there is no effect of academic motivation on academic achievement. | ||||
| Keywords | ||||
| الدافع الأکاديمي – الکفاءة الذاتية – الاتجاه نحو مهنة التدريس التحصيل الأکاديمي Academic motivation; Self_Efficacy; Attitudes toward teaching profession; Academic Achievement | ||||
| References | ||||
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