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پیشبینی رفتارهای نوآورانه در دانشجویان بر اساس مشارکت در اجتماعات اکتشافی و هویتیابی آکادمیک: مدل سازی | ||
| مطالعات برنامه ریزی آموزشی | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 17 آذر 1404 | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22080/eps.2025.30284.2378 | ||
| نویسنده | ||
| حسین تقوی* | ||
| گروه علوم تربیتی/دانشکده علوم تربیتی و روانشناسی/دانشگاه محقق اردبیلی/اردبیل/ایران | ||
| تاریخ دریافت: 22 مهر 1404، تاریخ بازنگری: 25 آبان 1404، تاریخ پذیرش: 17 آذر 1404 | ||
| چکیده | ||
| هدف: دانشجویان بهعنوان نیروهای خلاق، نقش مهمی در پیشرفت جامعه دارند. این پژوهش به بررسی تأثیر اجتماعات اکتشافی بر هویت آکادمیک و نوآوری دانشجویان پرداخته و به بهبود سیاستهای آموزشی کمک میکند. روششناسی: این مطالعه توصیفی-همبستگی بر روی 2170 دانشجوی دانشگاه محقق اردبیلی انجام شده و 404 نفر بهصورت تصادفی انتخاب شدند. دادهها از طریق پرسشنامههای هویت آکادمیک و رفتارهای نوآورانه جمعآوری و با نرمافزارهای SPSS و Smart PLS تحلیل شدند. یافتهها: نتایج مدلسازی معادلات ساختاری نشان داد که اجتماعات اکتشافی بهطور مستقیم بر هویت آکادمیک (ضریب مسیر 695/0، 01/0p<) و رفتارهای نوآورانه (ضریب مسیر 306/0، 01/0p<) تأثیر معنادار دارد. همچنین، هویت آکادمیک بهصورت غیرمستقیم، رفتارهای نوآورانه را پیشبینی میکند (ضریب مسیر 238/0، 05/0p<). به عبارتی، اجتماعات اکتشافی هم بهصورت مستقیم و هم غیرمستقیم (از طریق هویت آکادمیک) بر رفتارهای نوآورانه دانشجویان اثر مثبت و معناداری دارد. نتیجهگیری و پیشنهادها: نتایج نشان داد که تقویت مشارکت در اجتماعات اکتشافی در محیطهای دانشگاهی میتواند به توسعه هویت آکادمیک قویتر و ارتقای رفتارهای نوآورانه دانشجویان منجر شود.. پیشنهاد اصلی به مدیران، برنامهریزان و سیاستگذاران آموزشی این است که برنامههای جامع برای تشکیل و حمایت از اجتماعات اکتشافی بینرشتهای در دانشگاهها اجرا شود، تا دانشجویان را به سمت فعالیتهای خلاقانه هدایت کرده و کیفیت کلی آموزش عالی را بهبود بخشد. نوآوری و اصالت: این رویکرد نوآورانه، با ادغام تئوریهای یادگیری اجتماعی و نوآوری، چارچوبی عملی برای محیطهای دانشگاهی ارائه میدهد که میتواند به سیاستگذاران در طراحی برنامههای آموزشی کمک کند. | ||
| کلیدواژهها | ||
| هویت آکادمیک؛ رفتارهای نوآورانه؛ اجتماعات اکتشافی؛ دانشجویان؛ آموزش عالی | ||
| عنوان مقاله [English] | ||
| Predicting innovative behaviors in students based on participation in exploratory communities and academic identity: Modeling | ||
| نویسندگان [English] | ||
| hossein taqavi | ||
| Department of Educational Sciences/Faculty of Educational Sciences and Psychology/University of Mohaghegh Ardabili/Ardabil/Iran | ||
| چکیده [English] | ||
| Objective: Students, as creative forces, play an important role in the progress of society. This research examines the impact of exploratory communities on students' academic identity and innovation, contributing to the improvement of educational policies. Methodology: This descriptive-correlational study was conducted on 2,170 students at Urmia Mohaghegh University, with 404 individuals selected randomly. Data were collected through academic identity and innovative behavior questionnaires and analyzed using SPSS and Smart PLS software. Findings: The results of structural equation modeling showed that exploratory communities have a significant direct effect on academic identity (path coefficient 0.695, p<0.01) and innovative behaviors (path coefficient 0.306, p<0.01). Additionally, academic identity indirectly predicts innovative behaviors (path coefficient 0.238, p<0.05). In other words, exploratory communities have both direct and indirect (through academic identity) positive and significant effects on students’ innovative behaviors. Conclusions and suggestions: The results showed that strengthening participation in exploratory communities in university environments can lead to the development of stronger academic identity and the promotion of students’ innovative behaviors. The main suggestion to managers, planners, and educational policymakers is to implement comprehensive programs for forming and supporting interdisciplinary exploratory communities in universities, in order to guide students toward creative activities and improve the overall quality of higher education. Innovation and originality: This innovative approach, by integrating social learning and innovation theories, provides a practical framework for university environments that can assist policymakers in designing educational programs. | ||
| کلیدواژهها [English] | ||
| Academic Identity, Innovative Behaviors, Exploratory Communities, Students, Higher Education | ||
| مراجع | ||
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