نقش هدفهای پیشرفت در پیشبینی هیجانهای پیشرفت: اعتبارسنجی نظریه پکران
محورهای موضوعی : روان شناسی تحولی
مریم بردبار
1
(دانشگاه شیراز)
فریده یوسفی
2
(دانشگاه شیراز)
کلید واژه: دانشجویان, هیجانهای پیشرفت مثبت, هیجانهای پیشرفت منفی, هدف&lrm, های پیشرفت,
چکیده مقاله :
پژوهش حاضر به منظور تعیین نقش هدفهای پیشرفت در هیجانهای مثبت و منفی پیشرفت دانشجویان انجام شد. 161 نفر (95 دختر و 66 پسر) از دانشجویان دانشگاه شیراز با روش نمونهبرداری خوشهای چندمرحلهای انتخاب و به پرسشنامه هدفهای پیشرفت (الیوت و مک گریگور، 2001) و پرسشنامه هیجانهای پیشرفت (پکران، گوئتز، تیتز و پری، 2002) پاسخ دادند. نتایج تحلیل رگرسیون چندمتغیری همزمان نشان دادند هدف چیرگی‌ـ‌گرایشی، هیجانهای پیشرفت لذت، امید و غرور را به صورت مثبت معنادار و هیجانهای پیشرفت خستگی، اضطراب و شرم را به صورت منفی معنادار پیشبینی میکنند. هدف چیرگی-اجتنابی پیشبینیکننده مثبت هیجان شرم بود و هدف عملکرد-اجتنابی هیجانهای شرم، اضطراب و خستگی را به صوری مثبت معنادار پیشبینی کرد. این نتایج نشان میدهند هدفهای پیشرفت، نقش مؤثری در تجارب هیجانی دانشجویان در محیطهای پیشرفت ایفا میکنند.
The aim of the study was to investigate the role achievement goals play in positive and negative achievement emotions among university students. One hundred and sixty one students were selected (95 females, 66 males) from Shiraz University using the multi-stage cluster random sampling. The participants completed the Aachievement Goals Questionnaire (Elliot & McGregor, 2001) and the Achievement emotions Questionnaire (Pekrun, Goetz, Titz & Perry, 2002). The results of multiple regression analysis indicated that mastery/approach goal positively and significantly predicted enjoyment, hope and pride, and negatively and significantly predicted boredom, anxiety and shame. Mastery/avoidance goal was positive and significant predictor of shame, and performance/avoidance goal was positive and significant predictor of shame, anxiety and boredom. The findings suggested that achievement goals play effective role in students’ emotional experiences across achievement settings.
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