Presenting a causal model of the effect of social constructivist learning environment and motivational orientations: the mediating role of self-efficacy and outcome expectation
The present study was done with the aim of presenting the causal model of the effect environment of social constructivist on motivational orientations with regard to the mediating role of self-efficacy and outcome expectation. The research method was descriptive-correlational and the statistical pop...
| Main Authors: | , |
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| Format: | Article |
| Language: | fas |
| Published: |
University of Sistan and Baluchestan
2021-08-01
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| Series: | مطالعات روانشناسی تربیتی |
| Subjects: | |
| Online Access: | https://jeps.usb.ac.ir/article_6401_7ccaed81dd5af09966069e2b1b4788bd.pdf |
| Summary: | The present study was done with the aim of presenting the causal model of the effect environment of social constructivist on motivational orientations with regard to the mediating role of self-efficacy and outcome expectation. The research method was descriptive-correlational and the statistical population of the study included all postgraduate students of Lorestan University in the academic year 2016-2017 to 1643 students, of which 310 were selected based on stratified random sampling method. To collect the required data from University Social Constructivist Learning Environment Survey (USCLES), Academic Self Efficacy Beliefs Questionnaire (ASEBQ), Student Outcome Expectations Scale (SOES), and Academic Motivation Scale (AMS-C 28) was used. Data analysis was performed by path analysis by AMOS software. Social constructivism, self-efficacy and outcome expectation had a positive and significant direct effect on intrinsic and extrinsic motivation (p < 0.01). Self-efficacy had a negative effect on amotivation (p<0.01); But social constructivism and outcome expectation had no direct effect on amotivation (p>0.05). Social constructivism had a positive effect on self-efficacy and outcome expectation (p<0.01). In addition, the indirect effects of social constructivism with intrinsic, extrinsic motivation and apostasy through self-efficacy became significant (p<0.01). Also, the indirect effects of social with intrinsic and extrinsic motivation mediated by outcome expectation were significant (p < 0.01); But the indirect effects of social constructivism with amotivation mediated by outcome expectation were not significant (p > 0.05). The results of this study suggest the use of a constructivist approach in teaching as a strong and effective theory for educational circles. |
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| ISSN: | 2228-6683 2783-5235 |