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Taheri, Hamideh, Kaboodi, Mahnaz, Nasr, Mohammadreza. (1402). The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners. جلوه هنر, 7(3), 149-178. doi: 10.22051/lghor.2022.39129.1625
Hamideh Taheri; Mahnaz Kaboodi; Mohammadreza Nasr. "The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners". جلوه هنر, 7, 3, 1402, 149-178. doi: 10.22051/lghor.2022.39129.1625
Taheri, Hamideh, Kaboodi, Mahnaz, Nasr, Mohammadreza. (1402). 'The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners', جلوه هنر, 7(3), pp. 149-178. doi: 10.22051/lghor.2022.39129.1625
Taheri, Hamideh, Kaboodi, Mahnaz, Nasr, Mohammadreza. The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners. جلوه هنر, 1402; 7(3): 149-178. doi: 10.22051/lghor.2022.39129.1625

The Mediating Role of Cognitive Engagement in the Relationship Between Achievement Goals and Academic Burnout among Iranian EFL Learners

Journal of Language Horizons
مقاله 7، دوره 7، شماره 3 - شماره پیاپی 17، اسفند 2023، صفحه 149-178    اصل مقاله (596.7 K)
نوع مقاله: Research article
شناسه دیجیتال (DOI): 10.22051/lghor.2022.39129.1625
نویسندگان
Hamideh Taheri1؛ Mahnaz Kaboodi2؛ Mohammadreza Nasr* 3
1Department of English language, Bushehr Branch, Islamic Azad University, Bushehr, Iran
2Department of Educational Sciences, Farhangian Teacher Education University, Tehran, Iran
3Department of Education, National Iranian Oil Company
چکیده
Notwithstanding the saliency of cognitive engagement, achievement goals, and academic burnout in the learning process, their triple interaction has been underresearched. Thus, the current study aimed to test a structural model of cognitive engagement, achievement goals, and burnout and specifically to investigate the hypothesis that cognitive engagement mediates the effect of achievement goals on burnout. To this end, a total of 384 advanced Iranian EFL learners from different private English language teaching institutes in the cities of Shiraz and Bushehr were selected based on the convenience sampling method. The participants of the study were requested to complete three adapted and validated Likert scale instruments on cognitive engagement, the modified version of the Maslach Burnout Inventory-Student Survey, and achievement goals entailing 12, 10, and 12 items, respectively. The Structural Equation Modeling (SEM) approach was carried out to test the hypothesized model of the study. The results of Confirmatory Factor Analysis (CFA) confirmed that the three instruments well fitted the data of the study. Also, the goodness-of-fit indices indicated a good model fit. Likewise, the findings of path analyses demonstrated that achievement goals negatively affected burnout and positively impacted cognitive engagement. Further, cognitive engagement was found to partially mediate the relationship between achievement goals and burnout. The findings of the present study may hold substantial theoretical and practical implications for EFL teachers, syllabus designers, and educational policymakers.
کلیدواژه‌ها
academic burnout؛ achievement goals؛   cognitive engagement؛ EFL learners؛ SEM
عنوان مقاله [English]
نقش میانجی درگیری شناختی در رابطه بین اهداف پیشرفت وفرسودگی تحصیلی در بین زبان آموزان ایرانی: رویکرد مدل سازی معادلات ساختاری
نویسندگان [English]
حمیده طاهری1؛ مهناز کبودی2؛ محمدرضا نصر3
1استاد یار زبان انگلیسی ، گروه آموزش زبان انگلیسی، دانشگاه ازاد اسلامی واحد بوشهر، بوشهر،ایران
2استاد یار گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان ، تهران ،ایران
3مدرس زیان انگلیسی ، اداره آموزش، شرکت ملی نفت ایران
چکیده [English]
علیرغم نقش مهم درگیری شناختی، اهداف پیشرفت و فرسودگی تحصیلی در فرآیند یادگیری، تعامل سه گانه آنها کمتر مورد تحقیق قرار گرفته است. از اینرو، این مطالعه با هدف آزمون مدل ساختاری درگیری شناختی، اهداف پیشرفت و فرسودگی تحصیلی و به طور خاص بررسی این فرضیه که آیا درگیری شناختی تأثیر اهداف پیشرفت بر فرسودگی تحصیلی را میانجی گری می کند، انجام گرفت. در مجموع 384 زبان‌آموز ایرانی با سطح زبان انگلیسی پیشرفته از موسسات خصوصی آموزش زبان انگلیسی مختلف در شهرهای شیراز و بوشهر بر اساس روش نمونه‌گیری در دسترس برای تکمیل سه پرسشنامه معتبربا مقیاس لیکرت شامل درگیری شناختی، نسخه اصلاح شده پرسشنامه فرسودگی تحصیلی ماسلاخ و اهداف پیشرفت انتخاب شدند.این سه پرسشنامه به ترتیب شامل 12، 10 و 12 گویه می باشد.  در این مطالعه از روش مدل سازی  ساختاری  برای ازمون مدل فرضی استفاده شد. نتایج تحلیل عاملی تاییدی حاکی از آن بود که ابزارهای تحقیق به خوبی با داده های مطالعه برازش دارد.همچنین، شاخص‌های برازش نشان‌دهنده برازش خوب مدل فرضی بود. یافته‌های تحلیل مسیرنیز نشان داد که اهداف پیشرفت بر فرسودگی تحصیلی تأثیر منفی می‌گذارد و تأثیر مثبتی بر تعامل شناختی دارد. علاوه بر این، درگیری شناختی به طور جزیی رابطه بین اهداف پیشرفت و فرسودگی تحصیلی را میانجی گری می کند.  یافته های این پژوهش  ممکن است مفاهیم نظری و عملی قابل توجهی برای معلمان زبان انگلیسی، طراحان برنامه درسی و سیاست گذاران آموزشی داشته باشد.
کلیدواژه‌ها [English]
درگیری شناخت, اهداف بیشرفت, فرسودگی تحصیلی, زبان آموزان, مدل سازی معادلات ساختار
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