بررسی نقش میانجی گرانه جهت‌گیری هدف در رابطه ابعاد هویت با عواطف دانشجویان تربیت‌بدنی

محورهای موضوعی : تکتونواستراتیگرافی

شیرین سادات حسنی عطار ¹ (کارشناسی ارشد دانشگاه آزاد اسلامی واحد قوچان)
علی مشهدی ² (دانشیار دانشگاه فردوسی مشهد)
زبیر صمیمی ³ (دلنشجوی دکتری دانشگاه شهید مدنی آذربایجان)

تاریخ دریافت : 1394/12/21 تاریخ پذیرش : 1396/10/23 تاریخ انتشار : 1396/09/01

کلید واژه: ابعاد هویت, عواطف, جهت‌گیری هدف,

چکیده مقاله :

پژوهش حاضر باهدف بررسی نقش میانجی‌گری جهت‌گیری هدف در رابطه با ابعاد هویت و عواطف دانشجویان تربیت‌بدنی صورت گرفت. این پژوهش از نوع توصیفی- تبیینی بود. بدین منظور با توجه به جدول مورگان تعداد 201 نفر از دانشجویان دانشکده تربیت‌بدنی دانشگاه فردوسی مشهد که در سال تحصیلی 93-92 مشغول به تحصیل بودند به روش نمونه­گیری خوشه­ای مرحله­ای انتخاب و با استفاده از مقیاس‌های جهت‌گیری هدف، ابعاد هویت و عواطف مثبت و منفی مورد ارزیابی قرار گرفتند و داده­های حاصل با استفاده از ضریب همبستگی پیرسون و تحلیل مسیر تجزیه و تفسیر شدند. نتایج ضریب همبستگی پیرسون نشان داد بین سه هویت شخصی، اجتماعی (001/0p<) و ملی (01/0p<) باعاطفه مثبت رابطه مثبت و معناداری است. درحالی‌که بین هویت مذهبی و عاطفه مثبت رابطه معناداری نیست. همچنین سه هویت اجتماعی (05/0p<)، ملی و مذهبی (01/0p<) باعاطفه منفی رابطه مثبت و معناداری دارد؛ اما هویت شخصی رابطه معناداری باعاطفه منفی ندارد. همچنین، بین اهداف تسلط-گرایشی (01/0p<) و تسلط- اجتنابی (001/0p<) باعاطفه مثبت رابطه مثبت و معناداری است. عواطف منفی نیز، باهدف عملکردی-اجتنابی رابطه مثبت معنادار و باهدف تسلط-اجتنابی رابطه منفی معنادار دارد (05/0p<). شاخص‌های کلی آزمون الگوی پیشنهادی اولیه حکایت از عدم برازش الگوی موردنظر محققین داشت (12/92 = χ ^2، 21 = df، 13/0 = RSMEA، 92/0GFI =، 78/0AGFI =، 85/0 CFI =)؛ به‌منظور برازش الگوی تائید نشده اولیه، تصحیحی‌ات متعددی بر اساس مبانی نظری و تجربی صورت گرفت و شاخص‌های کلی آزمون الگوی پیشنهادی تصحیح‌شده، حاکی از برازش کلی این الگو شد (54/2=χ²/df، 08/0 = RSMEA، 94/0GFI =، 86/0AGFI =، 91/0 CFI =). با توجه به نتایج پژوهش حاضر می‌توان گفت از بین متغیرهای برون‌زاد موجود در الگوی تائید شده نهایی منفی اثرات غیرمستقیم دارند و هویت شخصی با میانجی‌گری هدف تسلط گرایشی منجر به عاطفه مثبت می‌گردد.

چکیده انگلیسی:

The present study aimed to identify the effect of orientation was mediated by emotions in students of Physical Education. This descriptive correlation design of research projects that have been done in 93 years. Based on random cluster sampling, the population consisted of 420 subjects, all students of physical education (Ferdowsi University of Mashhad), using a total of 201 subjects were recruited the Morgan Table. To achieve the objectives of the questionnaires measuring scale the dimensions of identity (AIQ-IV), using a scale of goal orientation and positive and negative affectivity scale (PANAS) was used. Validity of the questionnaire was confirmed by experts and professors of psychology. Data, descriptive and inferential statistical techniques such as Kolmogorov-Smirnov test, Pearson and confirmatory factor analysis, structural equation model analysis and LISREL and SPSS software was used. The findings showed that personal identity (p<0/001, r=0/36), social identity (p<0/001, r=0/26) and national identity (p<0/01, r=0/19), with positive affect has a positive relationship exists between personal identity and the functional purpose - Course (p<0/01, r=0/20); national identity (p<0/05, r=0/19) and religious (p<0/001, r=0/006) with a functional purpose - avoidant, social identity and purpose mastery - Course (p<0/01, r=0/14); -four personal identity, social (p<0/001, r=0/68), national (p<0/05, r=0/13) and religious (p<0/01, r=0/18) with the aim of mastering - Avoid significant positive relationship exists. Conclusion: The results showed that exogenous variables (individual and national identity) and mediators (mastery-avoidance goal and mastery goal orientation) have direct and significant impact on positive affect personal identity and purpose among these variables dominate - Trends negative effect national identity and mastery goal - avoiding a positive effect on positive emotion The social identity as one of the exogenous variables are only indirect effect on positive affect. Also based on the results of the indirect effect by changing exogenous religious identity and performance-avoidance goal mediator, the direct effect of negative emotion. Therefore concluded that the exogenous variables included in the model are confirmed, the only social identity and religious identity based on positive effect, negative affect personal identity mediate indirect effects are positive affect will lead to a mastery goal orientation.

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