تأثیر خودکارآمدی تحصیلی و فراشناخت بر اضطراب امتحان و رفتار کمک‌طلبی تحصیلی در دانش‌آموزان پسر سال سوم دبیرستان
محورهای موضوعی : تربیتیشریف ممبینی 1 , غلامحسین مکتبی 2 , ناصر بهروزی 3
1 - کارشناس ارشد روان‌شناسی تربیتی، دانشگاه شهید چمران اهواز، ایران
2 - عضو هیأت علمی دانشگاه شهید چمران اهواز، ایران
3 - عضو هیأت علمی دانشگاه شهید چمران اهواز، دانشکدۀ روان‌شناسی و علوم تربیتی، ایران
کلید واژه: رفتارکمک‌طلبی تحصیلی, دانش‌آموزان پسر دبیرستان, اضطراب امتحان, فراشناخت, خودکارآمدی تحصیلی,
چکیده مقاله :
هدف از این پژوهش بررسی تأثیر خودکارآمدی تحصیلی و فراشناخت بر اضطراب امتحان و کمک‌طلبی تحصیلی در دانش‌آموزان پسر سال سوم دبیرستان‌های شهر اهواز است. جامعۀ آماری این پژوهش را تمام دانش‌آموزان پسر سال سوم دبیرستان‌های شهر اهواز در سال تحصیلی 93ـ1392 تشکیل می‌دهد. از این جامعۀ آماری نمونه‌ای به تعداد 330 نفر با روش نمونه‌گیری تصادفی چندمرحله‌ای انتخاب شد. برای سنجش متغیرهای مورد مطالعه از پرسشنامه‌های مقیاس خودکارآمدی تحصیلی (میگلی و همکاران، 2000)، پرسشنامۀ فراشناخت حالتی (اونیل و عابدی، 1996) پرسشنامۀ اضطراب امتحان اهواز (1375)، پرسشنامۀ رفتار کمک‌طلبی (ریان و پینتریچ، 1997) استفاده شد. برای تحلیل داده‌ها از روش آماری تحلیل رگرسیون استفاده شد. نتایج رگرسیون نشان داد که بین متغیرهای خودکارآمدی تحصیلی و فراشناخت با اضطراب امتحان رابطۀ معنی‌داری وجود ندارد، در حالی که بین متغیرهای خودکارآمدی تحصیلی و فراشناخت با کمک‌طلبی تحصیلی رابطۀ معنی‌داری وجود دارد (001/0P < ).
The aim of the present research was to investigate the effect of academic self-efficacy and metacognition on test anxiety and help-seeking behavior in 3rd grade high school boys in Ahvaz. The population included the male high school students in the 3rd grade during 2013 academic year 2013-14, 330 students were selected by multistage random sampling method as the sample. Academic Self-Efficacy Scale (Midgley et al. 2000) State Metacognition Inventory (O,Neil & Abedi 1997), Ahvaz Test Anxiety questionnaire (1996) and Help-Seeking Behavior questionnaire (Ryan & Pintrich, 1997) were used to measure variables under study. Multiple regressions were used for data analysis. Results indicated that there is no significant relationship between self-efficacy and metacognition with test anxiety, while self-efficacy and metacognition had significant relationship with help-seeking behavior (P < 0.001).
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