مدل علّی سازگاری تحصیلی بر اساس ویژگی های شخصیتی با نقش واسطه‌ای جهت گیری هدف
محورهای موضوعی : تکتونواستراتیگرافی
زهرا طباطبایی
1
(دانشجوی دکترای تخصصی روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران)
سلطانعلی کاظمی
2
(دانشیار گروه علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران)
اذرمیدخت رضایی
3
(عاستادیار گروه علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران)
مریم کورش نیا
4
(استادیار گروه علوم تربیتی و روانشناسی، دانشگاه آزاد اسلامی واحد مرودشت، مرودشت، ایران)
کلید واژه: ویژگی های شخصیتی, سازگاری تحصیلی, جهت گیری هدف,
چکیده مقاله :
چکیده هدف از پژوهش حاضر طراحی و تبیین مدل علّی سازگاری تحصیلی بر اساس ویژگی های شخصیتی با نقش واسطه ای جهت گیری هدف بود. روش پژوهش همبستگی و به طور خاص از نوع مدل یابی معادلات ساختاری بود. جامعه آماری شامل کلیه دانشجویان کارشناسی دانشگاه آزاد اسلامی واحد مرودشت در سال تحصیلی 1399-1398 بود. نمونه آماری 600 نفر از این افراد بود که به روش نمونه گیری تصادفی از نوع خوشه ای چندمرحله انتخاب شدند و به پرسشنامه های سازگاری تحصیلی اندرسون و همکاران، ویژگی های شخصیت مک‌کری و کاستا و جهت گیری هدف الیوت و مک گریگور پاسخ دادند. نتایج بیانگر برازش مطلوب مدل پیشنهادی بود. به گونه ای که اثر غیر مستقیم روان نژندی، برون گرایی، توافق پذیری و وجدان مداری بر سازگاری تحصیلی از طریق جهت گیری های هدف معنی دار بود. اما اثر غیر مستقیم گشودگی به تجربه بر سازگاری تحصیلی معنادار نبود. بر اساس یافته های پژوهش می توان نتیجه گیری کرد که جهت گیری هدف در ارتباط بین ویژگی های شخصیت و سازگاری تحصیلی نقش واسطه ای معنادار ایفا می کند.
The purpose of the present study was to design and explain the causal model of academic adjustment based on personality traits with the mediating role of goal orientation. The research method was correlational and in particular structural equation modeling. The population consisted of all undergraduate students of Islamic Azad University of Marvdasht in the academic year of 2019-2020. The statistical sample consisted of 600 subjects who were selected through multistage cluster sampling and answered the Ederson et al. Academic Adaptation, McCreary & Costa's Personality Characteristics, Elliott and McGregor's Goal Orientation and the attributional styles of Patterson et al. questionnaires. The results indicated that the proposed model fits well. The indirect effect of neuroticism, extraversion, agreeableness, and conscientiousness on academic adjustment through goal orientations was significant. But the indirect effect of openness to experience on academic adjustment was not addictive. Based on the findings of the study, it can be concluded that goal orientation plays a mediating role in the relationship between personality traits and academic adjustment.
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