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تقی زاده, عباس, اکبری بلوطبنگان, افضل. (1404). نقش میانجی مشغولیت تحصیلی در رابطه میان حمایت اجتماعی و رضایت‌مندی دانشجویان در محیط‌های یادگیری آنلاین. فناوری آموزش, 20(1), 79-96. doi: 10.22061/tej.2026.113160.3395
عباس تقی زاده; افضل اکبری بلوطبنگان. "نقش میانجی مشغولیت تحصیلی در رابطه میان حمایت اجتماعی و رضایت‌مندی دانشجویان در محیط‌های یادگیری آنلاین". فناوری آموزش, 20, 1, 1404, 79-96. doi: 10.22061/tej.2026.113160.3395
تقی زاده, عباس, اکبری بلوطبنگان, افضل. (1404). 'نقش میانجی مشغولیت تحصیلی در رابطه میان حمایت اجتماعی و رضایت‌مندی دانشجویان در محیط‌های یادگیری آنلاین', فناوری آموزش, 20(1), pp. 79-96. doi: 10.22061/tej.2026.113160.3395
تقی زاده, عباس, اکبری بلوطبنگان, افضل. نقش میانجی مشغولیت تحصیلی در رابطه میان حمایت اجتماعی و رضایت‌مندی دانشجویان در محیط‌های یادگیری آنلاین. فناوری آموزش, 1404; 20(1): 79-96. doi: 10.22061/tej.2026.113160.3395

نقش میانجی مشغولیت تحصیلی در رابطه میان حمایت اجتماعی و رضایت‌مندی دانشجویان در محیط‌های یادگیری آنلاین

فناوری آموزش
مقاله 5، دوره 20، شماره 1 - شماره پیاپی 78، دی 1404، صفحه 79-96    اصل مقاله (827 K)
نوع مقاله: مقاله پژوهشی-شماره انگلیسی
شناسه دیجیتال (DOI): 10.22061/tej.2026.113160.3395
نویسندگان
عباس تقی زاده* 1؛ افضل اکبری بلوطبنگان2
1گروه آموزشی علوم تربیتی، دانشگاه فرهنگیان، کد پستی ۸۸۹-14665، تهران، ایران
2گروه آموزشی روان‌شناسی و مشاوره، دانشگاه فرهنگیان، کد پستی ۸۸۹-۱۴۶۶۵، تهران، ایران
تاریخ دریافت: 15 خرداد 1404،  تاریخ بازنگری: 15 شهریور 1404،  تاریخ پذیرش: 15 آبان 1404 
چکیده
پیشینه و اهداف: حمایت اجتماعی ادراک‌شده یکی از عوامل حیاتی در افزایش مشغولیت تحصیلی و رضایت‌مندی فراگیر در محیط‌های یادگیری آنلاین محسوب می‌شود. بااین‌حال، سازوکارهایی که از طریق آن‌ها حمایت اجتماعی بر رضایت‌مندی تأثیر می‌گذارد، به‌ویژه نقش واسطه‌ای ابعاد متمایز مشغولیت تحصیلی هنوز به طور کافی بررسی نشده است؛ بنابراین، پژوهش حاضر باهدف تدوین و آزمون یک مدل ساختاری انجام شد تا نقش میانجی مؤلفه‌های عاطفی و رفتاری مشغولیت تحصیلی در رابطه میان حمایت اجتماعی ادراک‌شده و رضایت‌مندی دانشجویان کارشناسی‌ارشد شاغل به تحصیل در محیط‌های یادگیری آنلاین در مؤسسات آموزش عالی ایران مورد کاوش قرار گیرد.  
روش‌ها‌: در این پژوهش، ۳۹۱ نفر از دانشجویان کارشناسی‌ارشد چندین دانشگاه در ایران از طریق یک پیمایش برخط که در فروردین‌ماه سال ۱۴۰۳ انجام شد، شرکت کردند. شرکت‌کنندگان سه ابزار را تکمیل نمودند: پرسش‌نامه حمایت اجتماعی در محیط‌های یادگیری آنلاین، پرسش‌نامه مشغولیت تحصیلی در محیط‌های یادگیری آنلاین، و پرسش‌نامه رضایت‌مندی از یادگیری الکترونیکی. برای ارزیابی برازش مدل ساختاری مفروض از مدل‌یابی معادلات ساختاری (SEM) استفاده شد. سپس، به‌منظور آزمون معناداری اثرات غیرمستقیم (واسطه‌ای)، از روش بوت‌استرپ (با ۵۰۰۰ بازنموده) بهره گرفته شد.
یافته‌ها: نتایج به‌دست‌آمده نشان داد که حمایت اجتماعی دارای اثر مستقیم مثبت و معنادار بر رضایت‌مندی فراگیر است ( 37/0β = ،   01/0 p < ). افزون بر این، حمایت اجتماعی به طور معناداری هم مشغولیت عاطفی ( 90/0β = ،   001/0 p < )  و هم مشغولیت رفتاری ( 92/0β = ،   001/0 p < )  را پیش‌بینی می کند. هر دو مؤلفه مشغولیت عاطفی ( 41/0β = ،   001/0 p < )  و مشغولیت رفتاری( 25/0β = ،   05/0 p < )  تأثیر مثبتی بر رضایت‌مندی داشتند. تحلیل میانجی نشان داد که مشغولیت عاطفی ( 37/0β = )، بافاصله اطمینان 95%  (26/0، 64/0) و مشغولیت رفتاری ( 23/0β =)، بافاصله اطمینان 95%    (05/0، 57/0) به طور جزئی رابطه میان حمایت اجتماعی و رضایت‌مندی را میانجیگری می‌کنند که در این میان مشغولیت عاطفی دارای اثر میانجیگری قوی‌تری است. مدل ساختاری پیشنهادی از برازش مطلوبی (34/3 CMIN/df =، 92/0 CFI =، 07/0 RMSEA =، 05/0 SRMR =) با داده‌ها برخوردار بود.
نتیجه‌گیری: حمایت اجتماعی ادراک‌شده به طور مستقیم و همچنین به واسطه مشغولیت تحصیلی، رضایت‌مندی از یادگیری الکترونیکی را افزایش می‌دهد. مشغولیت عاطفی این رابطه را باقدرت بیشتری نسبت به مشغولیت رفتاری واسطه‌گری می‌کند که حاکی از نقش حیاتی پیوند عاطفی، به‌ویژه در بافت‌های فرهنگی جمع‌گرا، است. به‌منظور افزایش رضایت‌مندی دانشجویان، باید محیط‌های یادگیری الکترونیکی با طراحی هدفمند، به‌گونه‌ای ساماندهی شوند که پویایی‌های میان‌فردی حمایت‌کننده و نیز مشغولیت تحصیلی معنادار را در کنار مشارکت فعال، پرورش دهند.
کلیدواژه‌ها
حمایت اجتماعی؛ مشغولیت تحصیلی؛ رضایت یادگیرنده؛ یادگیری برخط
موضوعات
محیط های یادگیری مبتنی بر فناوری
عنوان مقاله [English]
The Mediating Role of Academic Engagement in the Relationship between Social Support and Student Satisfaction in Online Learning Environments
نویسندگان [English]
A. Taghizadeh1؛ A. Akbari Balootbangan2
1Department of Educational Sciences, Farhangian University, P.O. Box14665-889, Tehran, Iran
2Department of Psychology and Counseling, Farhangian University, P.O. Box14665-889, Tehran, Iran
چکیده [English]
Background and Objectives: Perceived social support is a critical factor in enhancing academic engagement and satisfaction in online learning environments. However, the mechanisms through which social support influences satisfaction, particularly the mediating role of distinct dimensions of academic engagement, remain underexplored. So, the current study seeks to develop and test a structural model that explores how academic engagement, specifically its affective and behavioral components, mediates the relationship between perceived social support and satisfaction among master’s students enrolled in online learning environments within Iranian higher education institutions.
Materials and Methods: A total of 391 master's students from several universities in Iran participated in this study through an online survey conducted in April 2024. Participants completed validated Persian versions of three instruments: the Online Social Support Questionnaire, the Online Student Engagement Questionnaire, and the Satisfaction with E-learning Scale. Structural equation modeling (SEM) was employed to assess the fit of the hypothesized structural model. Bootstrapping procedures (5,000 resamples) were subsequently used to test the significance of the indirect (mediating) effects.
Findings: The results revealed that social support had a significant positive direct effect on satisfaction (β = 0.37, p < 0.01). Additionally, social support significantly predicted both affective engagement (β = 0.90, p < 0.001) and behavioral engagement (β = 0.92, p < 0.001). Both affective engagement (β = 0.41, p < 0.001) and behavioral engagement (β = 0.25, p < 0.05) positively influenced satisfaction. Mediation analyses confirmed that affective engagement (β = 0.37, 95% CI [0.26, 0.64]) and behavioral engagement (β = 0.23, 95% CI [0.05, 0.57]) partially mediated the relationship between social support and satisfaction, with affective engagement demonstrating a stronger mediating effect. The proposed structural model exhibited good fit to the data (CMIN/df = 3.34, CFI = 0.92, RMSEA = 0.07, SRMR = 0.05). Conclusions: Perceived social support enhances e-learning satisfaction both directly and indirectly through academic engagement. Affective engagement mediates this relationship more strongly than behavioral engagement, highlighting the critical role of emotional connection, particularly in collectivist cultural contexts. To enhance student satisfaction, eLearning environments should be deliberately designed to cultivate supportive interpersonal dynamics and foster meaningful academic engagement alongside active participation.
کلیدواژه‌ها [English]
Social Support, Academic Engagement, Learner Satisfaction, Online Learning
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