مدل‌یابی روابط علّی باورهای خودکارآمدی تحصیلی، جهت‌گیری‌های هدفی، هیجانات پیشرفت و بهزیستی تحصیلی در دانشجویان
الموضوعات :سید 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
الکلمات المفتاحية: جهت‌گیری‌های هدفی, خودکارآمدی تحصیلی, هیجانات پیشرفت, بهزیستی تحصیلی, تفاوت‌های جنسی,
ملخص المقالة :
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.
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