مدل‌یابی روابط علّی باورهای خودکارآمدی تحصیلی، جهت‌گیری‌های هدفی، هیجانات پیشرفت و بهزیستی تحصیلی در دانشجویان
محورهای موضوعی : روانشناسی تربیتیسید علی حسینی المدنی 1 , فرزانه شبرخ 2 , حسن اسدزاده 3 , جواد خلعتبری 4 , امید شکری 5
1 - استاد یار گروه روانشناسی دانشگاه ازاد تهران شمال
2 - دانشگاه آزاد اسلامی واحد تهران شمال
3 - دانشیار روانشناسی تربیتی دانشگاه علامه طباطبائی
4 - دانشیار گروه روان شناسی دانشگاه آزاد اسلامی واحد تنکابنتنکابن ایران
5 - استادیار دانشگاه شهید بهشتی
کلید واژه: جهت‌گیری‌های هدفی, خودکارآمدی تحصیلی, هیجانات پیشرفت, بهزیستی تحصیلی, تفاوت‌های جنسی,
چکیده مقاله :
پژوهش حاضر با هدف آزمون نقش میانجیگر هیجانات پیشرفت در رابطة جهت‌گیری‌های هدفی و باورهای خودکارآمدی با بهزیستی هیجانی در دانشجویان دختر و پسر انجام شد. 332 دانشجوی مقطع کارشناسی (141 پسر و 191 دختر) به نسخة تجدید نظر شدة پرسشنامة هدف پیشرفت (الیوت و مورایاما، 2008)، پرسشنامة خودکارآمدی تحصیلی (زاژاکووا، لینچ و اسپنشادا، 2005)، نسخة کوتاه پرسشنامه هیجان‌های پیشرفت (عبدالله‌پور، 1394)، سیاهة مشغولیت تحصیلی (سالملاـ آرو و آپادایا، 2012) سیاهة فرسودگی تحصیلی (سالملا ـ آرو، کیورا، لسکینن و نورمی، 2009) پاسخ دادند. نتایج نشان داد که در کل نمونه و در نمونة دانشجویان دختر و پسر مدل مفروض واسطه‌مندی نسبی هیجانات پیشرفت در رابطه جهت‌گیری‌های هدفی و باورهای خودکارآمدی تحصیلی با بهزیستی تحصیلی در دانشجویان با داده‌ها برازش مطلوبی داشت. علاوه بر این، نتایج تخصیص گروهی روابط ساختاری بین متغیرهای چندگانه نشان داد روابط بین جهت‌گیری‌های هدفی، باورهای خودکارآمدی تحصیلی و هیجانات پیشرفت با بهزیستی تحصیلی در دو گروه دانشجویان دختر و پسر، هم‌ارز بودند. در نهایت، نتایج نشان داد که در مدل‌های مفروض چندگانه، تمامی وزن‌های رگرسیونی از لحاظ آماری معنادار بودند و در این مدل‌ها به ترتیب بین 59 و 65 درصد از پراکندگی نمرات مشغولیت تحصیلی و فرسودگی تحصیلی از طریق متغیرهای مکنون جهت‌گیری‌های هدفی و خودکارآمدی و هیجانات پیشرفت تبیین شد. نتایج پژوهش حاضر نشان می‌دهد که بخشی از پراکندگی مشترک بین دوایر مفهومی جهت‌گیری‌های هدفی و باورهای خودکارآمدی با بهزیستی تحصیلی از طریق هیجانات پیشرفت مثبت و منفی قابل تبیین است.
This study examined the mediating effect of achievement emotions on the relationship between goal orientations and academic self-efficacy with academic well-being among male and female university students. In a sample consisting of 332 university students (141 male and 191 female), the Achievement Goal Questionnainre-Revised , the Academic Self-Efficacy Questionnaire . the Achievement Emotions Questionnaire-Revised , the Schoolwork Engagement Inventory and the School Burnout Inventory, 2009) were administered. Results indicated that for total sample and for male and female university students, the partially mediated model of positive and negative achievement emotions on the relationship between goal orientations and self-efficacy with academic well-being had good fit to data. The results of the group specificity of structural relations showed that the relationship between goal orientations, academic self-efficacy, achievement emotions and well-being were equivalent for both groups. Furthermore, all of the regression weights in the hypothesized model were statistically significant and model' predictors accounted for 59% and 65% of the variance in academic engagement and academic burnout, respectively. In sum, these finding show that the part of available variance in academic well-being in the context of prediction these behavioral motivational models by goal orientations and self-efficacy, accounted for university students' positive and negative emotions.
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