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Asadzadeh Maleki, Nafiseh, Zoghi, Masoud, Asadi, Nader. (1401). The Impact of Teacher-Student Interaction and Academic Self-Concept on EFL Learners' Academic Achievement. جلوه هنر, 6(1), 225-245. doi: 10.22051/lghor.2021.34581.1426
Nafiseh Asadzadeh Maleki; Masoud Zoghi; Nader Asadi. "The Impact of Teacher-Student Interaction and Academic Self-Concept on EFL Learners' Academic Achievement". جلوه هنر, 6, 1, 1401, 225-245. doi: 10.22051/lghor.2021.34581.1426
Asadzadeh Maleki, Nafiseh, Zoghi, Masoud, Asadi, Nader. (1401). 'The Impact of Teacher-Student Interaction and Academic Self-Concept on EFL Learners' Academic Achievement', جلوه هنر, 6(1), pp. 225-245. doi: 10.22051/lghor.2021.34581.1426
Asadzadeh Maleki, Nafiseh, Zoghi, Masoud, Asadi, Nader. The Impact of Teacher-Student Interaction and Academic Self-Concept on EFL Learners' Academic Achievement. جلوه هنر, 1401; 6(1): 225-245. doi: 10.22051/lghor.2021.34581.1426

The Impact of Teacher-Student Interaction and Academic Self-Concept on EFL Learners' Academic Achievement

Journal of Language Horizons
مقاله 11، دوره 6، شماره 1 - شماره پیاپی 11، مرداد 2022، صفحه 225-245    اصل مقاله (508.98 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2021.34581.1426
نویسندگان
Nafiseh Asadzadeh Maleki1؛ Masoud Zoghi* 2؛ Nader Asadi3
1Ph.D. Candidate, English Department, Faculty of Humanities, Ahar Branch, Islamic Azad University, Ahar, Iran
2Assistant Professor, English Department, Faculty of Humanities, Ahar Branch, Islamic Azad University, Ahar, Iran
3Assistant Professor, English Department, Faculty of Humanities, Ahar Branch, Islamic Azad University, Ahar, Iran.
چکیده
While previous academic achievement studies have investigated a wide range of cognitive variables, certain non-cognitive variables such as teacher-student interaction and academic self-concept in relation to academic success have remained under-researched. To this end, a coefficient correlation research method was used to observe the academic self-concept, and the interaction between teacher and student features which had been identified as having significant roles in English students’ academic achievement. The participants of the study consisted of 218 Iranian EFL university learners, with an age range of 18 to 45. Structural equation modeling hypothesis-testing procedures demonstrated that there exists a reasonable fitness between the data and the model (χ2 = 0.37, GFI = 0.99, CFI = 0.99, RMSEA = 0.01). It was confirmed that the amount of student and teacher relationships meaningfully and directly affected EFL students' academic success (r = 0.35, p = 0.45). Moreover, academic self-concept was known to be a significant factor in improving students' achievement (r = 0.24, p = 0.32). The obtained results also indicated the mediating role of learners' academic self-concept in enhancing learners' academic achievement via increasing the interaction between students and their teacher. The fundamental role of psychosomatic features, comprising of students and teacher relations and academic self-concept to foreign language students’ educational success was authenticated. The outcomes of this empirical study have some implications for educational settings.
کلیدواژه‌ها
academic achievement؛ academic self-concept؛ correlational method؛ structural equation modeling؛ teacher-student interaction
عنوان مقاله [English]
تأثیر تعامل معلم- دانشجو و خود-پنداری تحصیلی بر پیشرفت تحصیلی فراگیران زبان انگلیسی
نویسندگان [English]
نفیسه اسدزاده ملکی1؛ مسعود ذوقی2؛ نادر اسدی3
1دانشجوی دکترا، گروه زبان انگلیسی، دانشکده علوم انسانی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران
2استادیار، گروه زبان انگلیسی، دانشکده علوم انسانی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران
3استادیار، گروه زبان انگلیسی، دانشکده علوم انسانی، واحد اهر، دانشگاه آزاد اسلامی، اهر، ایران.
چکیده [English]
در حالی که پژوهش‌های پیشرفت تحصیلی پیشین، طیف گسترده‌ای از متغیرهای شناختی را بررسی کرده‌اند، متغیرهای غیر شناختی خاصی مانند تعامل معلم-دانشجو و خودپنداره تحصیلی در رابطه با پیشرفت تحصیلی هنوز نیازمند بررسی هستند. به این منظور، از یک روش تحقیق ضریب همبستگی برای مطالعة خودپنداره تحصیلی و ویژگی‌های تعامل بین معلم و دانشجو استفاده شده‌است که به عنوان عواملی که نقش مهمی در پیشرفت تحصیلی زبان آموزان ایفا می‌کنند، شناخته شده‌اند. شرکت‌کنندگان در این مطالعه شامل 218 دانشجوی زبان انگلیسی ایرانی با دامنة سنی 18 تا 45 سال بودند. رویه‌های آزمون-فرضیه مدل معادلات ساختاری نشان داد که بین مدل و داده‌های به‌دست‌آمده تناسب منطقی وجود دارد (χ2 = 0.37, GFI = 0.99, CFI = 0.99, RMSEA = 0.01). اثبات شد که میزان روابط بین معلم و دانشجو به صورتی معنادار و مستقیم بر پیشرفت تحصیلی دانشجویان انگلیسی به عنوان زبان خارجی تأثیرگذار بود (r = 0.35, p = 0.45). افزون بر این، خودپنداره تحصیلی، عامل مهمی در بهبود پیشرفت دانشجویان شناخته شد (r = 0.24, p = 0.32). یافته‌های به‌دست‌آمده همچنین نقش میانجیگری خودپنداره تحصیلی زبان‌آموزان در ارتقای پیشرفت تحصیلی زبان‌آموزان از طریق افزایش تعامل بین دانشجو و معلم آن‌ها را نشان داد. نقش بنیادین ویژگی‌های جسمی-روانی، شامل روابط معلم و دانشجو و خودپنداره تحصیلی در پیشرفت آموزشی دانشجویان زبان خارجی تأیید شد. یافته‌های این پژوهش تجربی، کاربردهایی برای موقعیت‌های آموزشی دارد.
کلیدواژه‌ها [English]
پیشرفت تحصیلی, خود پنداره تحصیلی, روش همبستگی, مدل معادلات ساختاری, تعامل معلم- دانشجو
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