تحلیل مدل ساختاری نقش تئوری ذهن و حافظه فعال در پیش‌بینی جهت‌گیری اهداف پیشرفت نوجوانان: رویکردی مبتنی بر کارکردهای شناختی–اجتماعی

نویسندگان
عدنان واعظی
حسین بیگدلی
محسن احمدی طهور سلطانی
چکیده
هدف پژوهش حاضر، تحلیل مدل ساختاری جهت‌گیری اهداف پیشرفت در نوجوانان بر اساس تئوری ذهن و حافظه فعال، در چارچوب کارکردهای شناختی–اجتماعی بود. در این راستا، با بهره‌گیری از روش مدل‌یابی معادلات ساختاری (SEM) و با استفاده از نرم‌افزارهای SPSS 26 و AMOS 24، روابط مستقیم و غیرمستقیم بین تئوری ذهن، حافظه فعال و مؤلفه‌های چهارگانه جهت‌گیری هدف پیشرفت (تسلط‌گرایشی، تسلط‌اجتنابی، عملکردگرایشی، عملکرداجتنابی) بررسی شد. روش پژوهش توصیفی–همبستگی و جامعه آماری شامل کلیه دانش‌آموزان دوره دوم متوسطه در سال تحصیلی ۱۴۰۳–۱۴۰۴ بود. نمونه‌ای به حجم ۳۱۵ نفر به شیوه در دسترس انتخاب و از پرسش‌نامه‌های جهت‌گیری هدف پیشرفت الیوت و مک‌گریگور (۲۰۰۱)، آزمون خواندن ذهن در چشم‌ها بارون-کوهن (۲۰۰۱) و آزمون حافظه فعال خواندن-گستره دانیمن و کارپنتر (۱۹۸۰) برای گردآوری داده‌ها استفاده شد. یافته‌ها نشان داد که تئوری ذهن به‌صورت مستقیم و همچنین به‌صورت غیرمستقیم از طریق حافظه فعال، پیش‌بینی‌کننده معنادار جهت‌گیری اهداف پیشرفت است. همچنین رابطه مثبت و معناداری میان تئوری ذهن و حافظه فعال مشاهده شد. شاخص‌های برازش مدل ( χ²/df = 2.31، GFI = 0.94، CFI = 0.96، RMSEA = 0.06 ) حاکی از برازش مطلوب مدل بود. به‌طور کلی، نتایج پژوهش بر نقش کلیدی فرایندهای شناختی–اجتماعی (تئوری ذهن) و اجرایی (حافظه فعال) در شکل‌گیری جهت‌گیری‌های انگیزشی نوجوانان تأکید دارد و پیشنهاد می‌کند که مداخلات آموزشی همزمان بر تقویت تئوری ذهن و حافظه فعال می‌تواند به بهبود کیفیت انگیزش تحصیلی و جهت‌گیری‌های تسلط‌محور منجر شود.
کلیدواژه‌ها
تئوری ذهن
حافظه فعال
اهداف پیشرفت
انگیزش تحصیلی
کارکردهای شناختی-اجتماعی

عنوان مقاله English

Structural Model Analysis of the Role of Theory of Mind and Working Memory in Predicting Adolescents’ Achievement Goal Orientation: A Cognitive-Social Approach

نویسندگان English

Adnan Vaezi
Hossein Bigdeli
Mohsen Ahmadi Tahor Soltani
چکیده English

The present study aimed to examine the structural model of adolescents’ achievement goal orientation based on theory of mind and working memory within a cognitive-social framework. Using structural equation modeling (SEM) conducted in SPSS 26 and AMOS 24, direct and indirect relationships between theory of mind, working memory (as a mediator), and the four components of achievement goal orientation (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance) were investigated. In this descriptive-correlational study, 315 high school students were selected through convenience sampling. Data were collected using the Achievement Goal Questionnaire (Elliot & McGregor, 2001), the Reading the Mind in the Eyes Test (Baron-Cohen et al., 2001), and the Reading Span Task (Daneman & Carpenter, 1980). Results indicated that theory of mind significantly predicted all four achievement goal orientations both directly and indirectly through working memory. A significant positive relationship was also found between theory of mind and working memory. Fit indices (χ²/df = 2.31, GFI = 0.94, CFI = 0.96, RMSEA = 0.06) confirmed the good fit of the proposed model. Overall, the findings highlight the critical role of socio-cognitive (theory of mind) and executive (working memory) processes in shaping adolescents’ motivational orientations and suggest that simultaneous interventions targeting both constructs may effectively promote adaptive (mastery-oriented) achievement goals and enhance academic motivation.

کلیدواژه‌ها English

theory of mind
working memory
achievement goals
Academic motivation
Socio-Cognitive Functions
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