Educational R esearch

fa تحلیل افت انگیزه تحصیلی و پژوهشی در بین دانشجویان تحصیلات تکمیلی کشاورزی؛ نظریه تعامل عوامل چندگانه Analyzing the Decline in Academic and Research Motivation among Agricultural Graduate Students: A Multiple Factor Interaction Theory مدیریت آموزش عالی Higher Education Management مقاله پژوهشی Research Paper افت انگیزه تحصیلی و پژوهشی یکی از چالش‌های جدی در نظام‌های آموزشی، به‌ویژه در میان دانشجویان تحصیلات تکمیلی است. این پدیده نه تنها بر یادگیری و موفقیت تحصیلی دانشجویان تأثیر می‌گذارد، بلکه می‌تواند عواقب اجتماعی و اقتصادی گسترده‌ای نیز به همراه داشته باشد. پژوهش حاضر با هدف تحلیل چرایی افت انگیزه تحصیلی و پژوهشی در بین دانشجویان تحصیلات تکمیلی رشته کشاورزی، از رویکرد تئوری بنیادی استفاده کرده است. داده‌ها از طریق مصاحبه‌های نیمه‌ساختارمند با 35 دانشجوی تحصیلات تکمیلی جمع‌آوری و تحلیل شدند. نتایج نشان داد که 64 کد مفهومی استخراج شده، در 19 مقوله و 6 طبقه اصلی دسته‌بندی شدند. عوامل زیرساختی، روانشناختی، آموزشی، اقتصادی، اجتماعی و مدیریتی به‌عنوان ریشه‌های اصلی افت انگیزه شناسایی شدند که به‌طور علی با یکدیگر مرتبط بودند و عامل روانشناختی به‌عنوان طبقه محوری در نظر گرفته شد. عدم اطمینان از آینده شغلی و عدم رضایت از شرایط موجود، مهم‌ترین دلایل افت انگیزه در حیطه روانشناختی بودند. شناسایی و تحلیل استقرائی پدیده افت انگیزه تحصیلی-پژوهشی در نهایت منجر به ارائه نظریه تعامل عوامل چندگانه شد که نشان می‌دهد انگیزه تحصیلی و پژوهشی یک پدیده چندبعدی است و تحت تأثیر عوامل شش‌گانه‌ای قرار دارد که بصورت علی یکدیگر را تقویت می‌کنند. عناصر این نظریه در انتهای مقاله مورد تشریح و بحث قرار گرفته و می‌تواند راهنمای مناسبی برای سیاستگذران حوزه آموزش عالی در راستای ارائه واکنش مناسب نسبت به افت انگیزه تحصیلی و پژوهشی دانشجویان باشد. این تحقیق بر لزوم تعامل مؤثر بین آموزش عالی و بازار کار، حمایت مالی از دانشجویان و توجه به نیازهای آنان تأکید می‌کند.   Introduction In contemporary educational contexts, the pervasive decline in academic and research motivation among students stands out as a significant challenge within the education systems of many nations, Iran included (Azad et al., 2017). The issue of waning academic motivation among students transcends individual concerns to become a fundamental societal dilemma, with far-reaching implications for the broader community (Ghaffari, 2016). Moreover, the diminishing academic motivation in students can lead to substantial costs on both personal and societal levels (Davarinia et al., 2019). The erosion of educational motivation denotes a decline in student performance from a satisfactory standard to an unsatisfactory level (Ahmadi et al., 2023). Within the realm of agricultural education, particularly among postgraduate students, the decrease in academic motivation is exacerbated by a lack of understanding of the nature and objectives of agricultural discipline s, potentially compromising their future efficacy (Watankhah et al., 2013). Various factors contribute to the phenomenon of declining academic motivation among graduate students in agricultural studies, encompassing the quality of the learning environment, the chosen field of study, the economic circumstances of the students, and notably, their career prospects and employability (Farimani & Tashari, 2017). Consequently, this study endeavors to delve into the underlying reasons behind the diminishing academic and research motivation among postgraduate students. Method Aligned with the research objectives, this study adopts an exploratory research design within a qualitative paradigm, employing an inductive approach. To elucidate the underlying reasons behind the decline in academic motivation and research engagement among postgraduate students, the qualitative method of grounded theory was employed. The research population comprised the key stakeholders, namely graduate students specializing in agricultural studies. Data collection was facilitated through semi-structured interviews, conducted in person with a cohort of 35 graduate students in the field of agriculture, with each interview spanning approximately 45 minutes. Results and Discussion Following the completion of the open coding phase and the extraction of concepts from the raw data, the study progressed to the axial coding stage. Through focused discussions in target population focus groups and the synthesis of concepts derived from open coding, the central coding phase identified six key factors (infrastructural, educational, psychological, economic, social, managerial) contributing to the decline in academic and research motivation among graduate students in the agricultural domain. Subsequently, a hypothetical model was constructed to delineate the intricate relationships among the identified factors and their impact on academic motivation among graduate students in agriculture. Causal conditions were categorized into two primary classes: infrastructural barriers (e.g., inadequate laboratory facilities) and educational hindrances (e.g., ineffective teacher-student interactions, unsupportive university policies, lack of motivational educational environments). Each of these classes further encompassed several subclasses. The psychological factor emerged as a pivotal class, comprising six distinct subclasses including uncertainties about the future, dissatisfaction with current circumstances, lack of recognition and direction, unfavorable physical and mental conditions, and interpersonal conflicts. Positioned at the core of the model, the psychological factor influenced and was influenced by other identified classes. The economic factor, another influential class, was subdivided into categories such as macroeconomic instability, insufficient financial support for students, and students' precarious financial situations. Social issues constituted an intervening condition, encompassing subcategories like societal unrest, diminishing societal value of science, discrimination, and health crises. In light of the findings from a qualitative study investigating the underlying causes of declining academic and research motivation among graduate students in agriculture, and drawing upon existing theories of academic and research motivation, we propose a new theoretical framework termed the "Theory of Multiple Factors Interaction". This framework posits that the interplay between infrastructural, educational, psychological, economic, social, and managerial factors significantly influences students' motivation in both academic and research contexts. Strategies to address these challenges were encapsulated in the management class, highlighting deficiencies in educational system management and the scarcity of entrepreneurial initiatives within universities. Neglecting these strategies could lead to adverse outcomes, including students' disillusionment with their career prospects, decreased research productivity, and waning interest in pursuing postgraduate studies. To mitigate these challenges and bolster academic motivation, recommendations were put forth, including enhancing awareness of contributing factors, providing incentives to encourage students' educational pursuits, enhancing the efficacy of university counseling services, and organizing seminars and workshops focused on enhancing academic motivation.   اانگیزه تحصیلی و پژوهشی, تئوری بنیانی, نظریه تعامل عوامل چندگانه, دانشجویان تحصیلات تکمیلی, آموزش عالی Academic and Research Motivation, Grounded Theory, Multiple Factor Interaction Theory, Graduate students, Higher education 175 214 http://erj.khu.ac.ir/browse.php?a_code=A-10-4433-1&slc_lang=fa&sid=1 Jasem Golabifar جاسم گلابی‌فر jassemgolabifar@ut.ac.ir 10031947532846007393 10031947532846007393 No University of Tehran دانشگاه تهران Yaser Mohammadi یاسر محمدی y.mohammadi@basu.ac.ir 10031947532846007394 10031947532846007394 Yes Bu-Ali Sina University دانشگاه بوعلی سینا