نقش واسطه‌ای هیجان‌های پیشرفت در رابطه جهت‌گیری‌های هدفی و سرمایه روان‌شناختی با بهزیستی تحصیلی و رفتارهای سبک زندگی تحصیلی در دانش‌آموزان تیزهوش
محورهای موضوعی : روان درمانگری
نوشین تمیزی
1
(دانشجوی دکتری روان‌شناسی
دانشگاه آزاد اسلامی، واحد قم)
مجید ضرغام حاجبی
2
(دانشیار گروه روان شناسی
دانشگاه آزاد اسلامی،واحد قم)
حسن میرزاحسینی
3
(دانشیار گروه روان شناسی
دانشگاه آزاد اسلامی،واحد قم)
کلید واژه: بهزیستی تحصیلی, سرمایۀ روان‌شناختی, جهت‌گیری‌های هدفی, هیجان‌های پیشرفت, سبک زندگی تحصیلی,
چکیده مقاله :
ایــن پژوهــش بــا هــدف آزمــون نقــش واســطه‌ای هیجان‌هــای پیشــرفت در رابطــۀ جهت‌گیری‌هــای هدفــی و ســرمایۀ روان‌شــناختی بــا بهزیســتی تحصیلــی و رفتارهــای ســبک زندگــی تحصیلــی در دانش‌آمــوزان تیزهــوش دختــر و پســر انجــام شــد. ۳۶۶ دانشآمــوز تیزهــوش (۱۸۲ پســر و ۱۸۴ دختـر) بـه نسـخۀ تجدیدنظـر شـدۀ پرسشـنامۀ هـدف پیشـرفت (الیـوت و مورایامـا، ۲۰۰۸)، پرسشـنامۀ سـرمایۀ روان‌شـناختی (لوتانـز، آولیـو، آوی و نورمـن، ۲۰۰۷)، نسـخۀ کوتـاه پرسشـنامه هیجان‌هـای پیشـرفت (عبداللهپـور، ۲۰۱۵)، پرسشـنامه رفتارهـای سـبک زندگـی تحصیلـی ارتقادهنـده و بازدارنـده سـلامت تحصیلـی (صالـحزاده، شـکری و فتحآبـادی، ۲۰۱۸الـف)، سـیاهه مشـغولیت مدرسـه (سـالملاـ آرو و آپادایـا، ۲۰۱۲) و سـیاهۀ فرسـودگی مدرسـه (سـالملا ـ آرو، کیـورا، لسـکینن و نورمـی ، ۲۰۰۹) پاسـخ دادنـد. نتایـج نشـان داد کـه در کل نمونـه و در نمونـۀ دانش‌آمـوزان دختـر و پسـر مـدل مفـروض واسـطه‌گری نسـبی هیجانـات پیشـرفت در رابطـه جهت‌گیری‌هـای هدفـی و سـرمایۀ روان‌شـناختی بـا بهزیسـتی تحصیلـی و رفتارهـای سـبک زندگـی تحصیلـی سـلامت‌محور بـا داده‌هـا بـرازش مطلوبـی داشـت. عـلاوه بـر ایـن، نتایـج تخصیـص گروهـی روابـط سـاختاری بیـن متغیرهـای چندگانـه نشـان داد روابـط بیـن متغیرهـای مکنـون در دو گـروه دانش‌آمـوزان تیزهـوش دختـر و پسـر هـم‌ارز بودنـد. درمجمـوع، نتایـج پژوهـش حاضـر در پیش‌بینـی اشـکال انطباقـی و غیرانطباقـی تلاشهـای پیشـرفت‌مدارنه یادگیرنـدگان، از یـک سـوی، شـواهد مضاعفـی را در دفـاع از منطـق مفهومـی نظریـۀ هـدف پیشـرفت فراهـم کـرد و از دیگـر سـوی، بـا تأکیـد بـر وجـه تکمیلـی سـازۀ سـرمایۀ روان‌شـناختی در تصریـح منطـق رجـوع یادگیرنـدگان بـه مدل‌هـای رفتـاری مختلـف، در گسـترش مرزهـای مفهومـی مواضـع مفهومـی ناظـر بـر انگیـزش پیشـرفت تحصیلـی مؤثـر واقـع شـد.
This study examined the mediating effect of achievement emotions on the relationship between goal orientations and psy- chological capital with academic well-being and health-oriented academic lifestyle promoting/reducing behavirs amonn male and female gifted students. 366 students (182 male and 184 female) responded to the Achievement Goal Questionnainre-Revised (AGQ-R, Elliot & Murayama, 2008), Psychological Capital Questionnaire (PCQ, Luthans, Avolio, Avey & Norman, 2007), Achievement Emotions Questionniare-Revised (AEQ-R, Abdollahpour, 1394), Health-Oriented Academic LifeStyle Pro- moting/Reducing Behaviors Questionnaire (HALSP-RBQ), School Engagement Inventory (SEI, Salmela-Aro & Upadaya, 2012), School Burnout Inventory (SBI, Salmela-Aro, Kiuru, Leskinen & Nurmi, 2009). Results indicated that for total sampel and for male and female gifted students, the partially mediated model of achievement emotions on the relationship between goal orientations and psychological capital with academic well-being and health-oriented academic lifestyle promoting/reducing behavirs had good fit to data. The results of the group specificity of structural relations showed that the hypothesized relationships were equivalent for both groups. In sum, on the one hand, these results showed that achievement goal theory in learners played an important role in ex- plaining adaptive and maladaptive acheivement-oriented efforts. On the other hand, the complementary feature of the psychological capital construct was able to push the conceptual boundaries of motivation contemporary theories.
Abdollahpour, M. (2015). Structural equation analysis of the cognitive-social model of achievement emotions: A test of alternative models. Ph.D. Thesis. Islamic Azad University, Science and Research Branch of Tehran.
Abdollahpour, M. A., Dortaj, F., & Vahedi, H. (2014). Evaluation of factorial structure of the achievement emotions questionnaire among Iranian stucents. Educational Measurement and Evaluation Studies, 4 (8), 161-186. [In Persian].
Abdollahpour, M.A., & Shokri, O. (2015). Psychometric properties of the academic engagement inventoryin Iranian university students. Studies in Learning and Instruction, 7 (69), 90-108. [In Persian].
Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 18, 110-118.
Avey, J. (2014). The left side of psychological capital: New evidence on the antecedents of PsyCap. Journal of Leadership & Organizational Studies, .141-149 ,21
Avey, J. B., Avolio, B. J., & Luthans, F. (2011). Experimentally analyzing the impact of leader positivity on follower positivity and performance.Leadership Quarterly, 22, 282-294.
Avey, J.B., Luthans, F., & Jensen, S.M. (2009). Psychological capital: A positive resource for combating employee stress and turnover. Human Resource Management, 48(5), 677–693.
Avey, J.B., Luthans, F., Smith, R.M., & Palmer, N.F. (2010). Impact of positive psychological capital on employee well-being over time. Journal of Occupational Health Psychology, 15(1), 17–28.
Avey, J.B., Luthans, F., & Youssef, C.M. (2010). The
additive value of positive psychological capital in predicting work attitudes and behaviors. Journal of Management, 36(2), 430–452.
Bostwick, K. C. P., Collie, R. J., Martin, A. J., & Durksen, T. L. (2020). Teacher, classroom, and student growth orientation in mathematics: A multilevel examination of growth goals, growth mindset, engagement, and achievement. Teaching and Teacher Education, 94, 103-109.
Chen, W. W. (2015). The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students’ goal orientations. Learning and Individual Differences, .48-54 ,37
Dahling, J. J., & Ruppel, C. L. (2018). Learning goal orientation buffers the effects of negative normative feedback on test self-efficacy and reattempt interest. Learning and Individual Differences, 50, 296-301.
Daniels, L. M., & Gierl, M. J. (2017). The impact of immediate test score reporting on university students’ achievement emotions in the context of computer-based multiple-choice exams. Learning and Instruction, 52, 27-35.
Davoodvandi, F., & Shokri, O. (2017). Cognitive appraisal processes, achievement emotions and academic engagement: A mediating analysis.Developmental Psychology: Iranian Psychologists, 13(50), 183-308. [In Persian].
Debicki, B. J., Kellermanns, F. W., Barnett, T., Pearson, A. W., & Pearson, R. A. (2016). Beyond the Big Five: The mediating role of goal orientation in the relationship between core self-evaluations and academic performance. The International Journal of Management Education, 14 (3), 273-285.
Elliot, A. J. (2005). A conceptual history of the achievement goals construct. In A. J. Elliot, & C. S. Dweck (Eds.). Handbook of Competence and Motivation (pp. 52–84). London: Guildford Press.
Elliot, A. J., & McGregor, H. A. (2001). A 2 x 2 achievement goal framework. Journal of Personality and Social Psychology, 80, 501e519.
Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100 (3), 613–628.
Fang, S., & Ding, D. (2020). The efficacy of group- based acceptance and commitment therapy on psychological capital and school engagement: A pilot study among Chinese adolescents. Journal of Contextual Behavioral Science, 16, 134-143.
Garn, A. C., Matthews, M. S., & Jolly, J. L. (2010). Parental influences on the academic motivation of gifted students: A self-determination theory perspective. Gifted Child Quarterly, 54(4) 263– .272
Geitz, G., Brinke, D. J., & Kirschner, P. A. (2016). Changing learning behavior: Self-efficacy and goal orientation in PBL groups in higher education.International Journal of Educational Research, 75, .146-158
Gonida, E. N., Voulala, K., & Kiosseoglou, G. (2009). Students’ achievement goal orientations and their behavioral and emotional engagement: Co-examining the role of perceived school goal structures and parent goals during adolescence. Learning and Individual Differences, 19 (11), 53- .60
Graham, S. (2020). An attributional theory of motivation. Contemporary Educational Psychology, .101-108 ,4
Hanrahan, S. J., & Cerin, E. (2009). Gender, level of participation, and type of sport: Differences in achievement goal orientation and attributionalstyle. Journal of Science and Medicine in Sport, 12 .508-512 ,)4(
Hattie, J., Hodis, F. A., & Kang, S. H. K. (2020). Theories of motivation: Integration and ways forward. Contemporary Educational Psychology, .110-117 ,20
Huang, C. (2016). Achievement goals and self- efficacy: A meta-analysis. Educational Research Review, 19, 119-137.
Hulleman, C. S., Schrager, S. M., Bodman, S. M., & Harackewicz, J. M. (2010). A meta-analytic review of achievement goal measures: Different labels for the same constructs or different constructs with the same labels. Psychological Bulletin, 136, 422–449.
Janke, S., & Dickhäuser, O. (2019). Different major, different goals: University students studying economics differ in life aspirations and achievement goal orientations from social science students.
Learning and Individual Differences, 73, 138-146.
Jena, R. K. (2019). Understanding academic achievement emotions towards business analytics course: A case study among business managementstudents from India. Computers in Human Behavior, 92, 716-723.
Keefer, L. A., Brown, M., McGrew, S. J., & Reeves, S. L. (2018). Growth motivation moderates a self- serving attribution bias in the health domain.Personality and Individual Differences, 1341, 60-65.
Kiuru, N., Spinath, B., Clem, A. L., Eklund, K., Ahonen, T., & Hirvonen, R. (2020). The dynamics of motivation, emotion, and task performance in simulated achievement situations. Learning and Individual Differences, 80, 110-115.
Kline, R. B. (2005). Principles and practices of Structural Equation Modeling (2nd Eds.). New York: Guilford.
Kolovelonis, A., & Goudas, M. (2018). The relation of physical self-perceptions of competence, goal orientation, and optimism with students’ performance calibration in physical education. Learning and Individual Differences, 61, 77-86.
Koushki, E., Ghanbari, s., Shokri, O., & Fathabadi, j. (In press). Development of psychological empowerment comprehensive package and its effectiveness on university students’ health-oriented academic lifestyle behaviors. Developmental Psychology: Iranian Psychologists. [In Persian].
Lee, Y. J., & Anderman, E. M. (2020). Profiles of perfectionism and their relations to educational outcomes in college students: The moderating role of achievement goals. Learning and Individual Differences, 77, 101-111.
Lin, G. Y. (2020). Scripts and mastery goal orientation in face-to-face versus computer-mediated collaborative learning: Influence on performance, affective and motivational outcomes, and social ability. Computers & Education, 143, 103-110.
Lin, Y. Y., Cherng, B. L., Chen, H. H., & Peng, S. L. (2017). The moderating effects of goal orientations and goal structures on test-preparation strategies for Taiwanese students. Learning and Individual Differences, 56, 68-75.
Liou, Y. H., & Canrinus, E T. (2020). A capital
framework for professional learning and practice. International Journal of Educational Research, 10, .101-111
Luthans, F., Avolio, B. J., & Avey, J. B. (2014). Psychological capital questionnaire: Manual development, applications, & research. Menlo Park, CA: Mind Garden Inc.
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60, 541- .572
Luthans, F., Avey, J., Clapp-Smith, R., & Li, W. (2008). More evidence on the value of Chinese workers’ psychological capital: A potentially unlimited competitive resource? The International Journal of Human Resource Management, 19, 818-827.
Martin, A. J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239–269.
Meyers, L. S., Gamest. G., & Goarin, A. J. (2016). Applied multivariate research, design and interpretation. Thousand oaks. London. New Deihi, Sage publication.
Matteucci, M. C. (2017). Attributional retraining and achievement goals: An exploratory study on theoretical and empirical relationship. European Review of Applied Psychology, 67 (5), 279-289.
Naatanen, P., Aro, A., Matthiesen, S.B., & Salmela- Aro, K. (2003). Bergen burnout indicator 15. Edita Publishing Oy, Helsinki.
Pahljina-Reinić, R., & Kolić-Vehovec, S. (2017). Average personal goal pursuit profile and contextual achievement goals: Effects on students’ motivation, achievement emotions, and achievement. Learning and Individual Differences, 56, 167-174.
Pasbani, R., Shokri, O., & Pourshahriar, H. (2015). The mediating role of academic stress on the relationship between fear of negative evaluation and emotional well-being in gifted and nongifted adolescents. Contemporary Psychology, 10(1), 57- 72. [In Persian].
Pekrun, R. (2017). Achievement emotions. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.),
Handbook of competence and motivation: Theory and application (2nd ed.). (pp. 251-271). New York: The Guilford Press.
Pekrun, R., Cusack, A., Murayama, K., Elliot, A. J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students’ achievement goals and achievement emotions. Learning and Instruction, 29, .115-124
Pekrun, R., Goetz, T., Daniels, L. M., & Stupnisky, R. H., & Perry, R. P. (2010). Boredom in achievement settings: Exploring control-value antecedents and performance outcomes of neglected emotion. Journal of Educational Psychology, 102, 531-549.
Pekrun, R., Goetz, T., Frenzel, A, C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students learning and performance: the Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology, 36, 36 - 48.
Pekrun, R., Goetz, T., & Perry, R.P. (2005). Achievement Emotions Questionnaire (AEQ). Users manual. Munich, Germany: Department of psychology, University of Munich.
Pekrun, R., Goetz, T., Perry, R. P., Kramer, K., & Hochstadt, M. (2004). Beyond test anxiety: Development and validation of the Test Emotions Questionnaire (TEQ). Anxiety, Stress and Coping, .316–287 ,17
Poots, A., & Cassidy, T. (2020). Academic expectation, self-compassion, psychological capital, social support and student wellbeing. International Journal of Educational Research, 99, 110-115.
Raccanello, D., Hall, R., & Burro, R. (2018). Salience of primary and secondary school students’ achievement emotions and perceived antecedents: Interviews on literacy and mathematics domains. Learning and Individual Differences, 65, 65-79.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 8, 101-112.
Razavi Alavi, Z., Shokri, O., & Pourshahriar, H. (2018). Modeling the relationships between perfectionism, achievement emotions and academic well-being among gifted high school students: Testing for
gender invariance. Quarterly of Psychology
of Exceptional Individuals, 7(28), 95-135. [In Persian].
Salehzadeh, P., Shkri, O., & Fathabadi, J. (2018). Development and validation of the promoting and preventing Health-oriented Academic Lifestyle Behaviors Questionnaire: Perspectives on contemporary theories of achievement motivation. Educational Measurenment, 8 (30), 61-105.
Salehzadeh, P., Shkri, O., & Fathabadi, J. (2018). Health-Oriented Academic Lifestyle: The newly emerging idea in the field of academic health psychology. Educational Psychlogy, 13 (46), 1-30.
Salmela-Aro, K., Kiuru, N., Leskinen, E., & Nurmi, J. E. (2009). School burnout inventory (SBI): Reliability and validity. European Journal of Psychological Assessment, 25 (1), 48–57.
Salmela-Aro, K., Näätänen, P., & Nurmi, J.-E. (2004). The role of work-related personal projects during two burnout interventions: A longitudinal study. Work and Stress, 18, 208–230.
Salmela-Aro, K., Upadaya, K. (2012). The Schoolwork Engagement Inventory: Energy, dedication, and absorption (EDA). European Journal of Psychological Assessment, 28, 60-67.
Schaufeli, W. B., Martinez, I., Marques-Pinto, A., Salanova, M., & Bakker, A. B. (2002). Burnout and engagement in university students: A cross-national study. Journal of Cross-Cultural Psychology, 33, .481–464
Seifert, T. L. (2004). Understanding student motivation. Educational Research, 46(2), 137-149.
Senko, C., & Tropiano, K. L. (2017). Comparing three models of achievement goals: Goal orientations, goal standards, and goal complexes. Journal of Educational Psychology, 108, 1178–1192.
Shokri, O., Tamizi, N., Abdollahpour, M. A., Taghvaeiniaa, A. (2015). Validation of the Achievement Goal Questionnaire-Revised among university students. Biquarterly Journal of Cognitive Strategies in Leanning, 3 (4), 107-122. [In Persian].
Simonton, K. L., & Garn, A. C. (2020). Control–value theory of achievement emotions: A closer look at student value appraisals and enjoyment. Learning and Individual Differences, 81, 101-109.
Shao, K., Pekrun, R., Marsh, H. W., & Loderer, K. (2020). Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis. Learning and Instruction, 69, 111-116.
Sorić, I., Penezić, Z., & Burić, I. (2017). The Big Five personality traits, goal orientations, and academic achievement. Learning and Individual Differences, .126-134 ,54
Soufi, S., Shokri, O., Fathabadi, J., & Ghanbari, S. (2019). Social emotional giftedness: What and why. The 5th National Conference on Psychology of School. Tehran. Iran. [In Persian].
Soufi, S., Shokri, O., Fathabadi, J., & Ghanbari, S. (2020). Causal structure of antecedents and consequences of health-oriented academic lifestyle in gifted girl students. Psychology of Exceptional Individual, 9(35), 35-72. [In Persian].
Stahlberg, J., Tuominen, H., Pulkka, A. T., & Niemivirta, M. (2019). Maintaining the self? Exploring the connections between students’ perfectionistic profiles, self-worth contingency, and achievement goal orientations. Personality and Individual Differences, .109-115 ,1511
Stasielowicz, L. (2019). Goal orientation and performance adaptation: A meta-analysis. Journal of Research in Personality, 82, 103-110.
Sun, Z., & Xie, K. (2020). How do students prepare in the pre-class setting of a flipped undergraduate math course? A latent profile analysis of learning behavior and the impact of achievement goals. The Internet and Higher Education, 46, 100-110.
Tuominen, H., Niemivirta, M., Lonka, K., & Salmela-
Aro, K. (2020). Motivation across a transition: Changes in achievement goal orientations and
academic well-being from elementary to secondary school. Learning and Individual Differences, 79, .101-110
Wang, L., & Yan, F. (2018). Emotion regulation strategy mediates the relationship between goal orientation and job search behavior among university seniors. Journal of Vocational Behavior, 108, 1-12.
Weston, R., & Gore, Jr. P. A. (2006). A brief guide to structural equation modeling. Journal of Counseling Psychology, 5, 719-751.
Wigfield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30 (1), 1-35.
Wolf, B. M., Herrmann, M., & Brandstätter, V. (2018). Self-efficacy vs. action orientation: Comparing and contrasting two determinants of goal setting and goal striving. Journal of Research in Personality, .35-45 ,73
You, J. W. (2016). The relationship among college students’ psychological capital, learning empowerment, and engagement. Learning and Individual Differences, 49, 17-24.
Yu, J., & McLellan, R. (2019). Beyond academic achievement goals: The importance of social achievement goals in explaining gender differences in self-handicapping. Learning and Individual Differences, 69, 33–44.
Youssef-Morgan, C., & Luthans, F. (2015). Psychological capital and well-being. Stress and Health, 31, 180-188.
Zhen, R., Liu, R. D., Ding, Y., Wang, J., Liu, Y., & Xu, L. (2017). The mediating roles of academic self-efficacy and academic emotions in the relation between basic psychological needs satisfaction and learning engagement among Chinese adolescent students. Learning and Individual Differences, 54, .210-216.