نقش میانجی جهتگیری اهداف پیشرفت در رابطه بین کمالگرایی و عملکرد تحصیلی
محورهای موضوعی : روانشناسی تربیتی
1 - استادیار گروه روانشناسی. دانشگاه شهید مدنی آذربایجان.تبریز. ایران
کلید واژه: کمالگرایی, اهداف پیشرفت, عملکرد تحصیلی,
چکیده مقاله :
هدف پژوهش حاضر بررسی نقش میانجی جهتگیری اهداف پیشرفت در رابطه بین کمال گرایی و عملکرد تحصیلی در بین دانشجویان بود. بدین منظور 240 دانشجوی دانشگاه شهید مدنی آذربایجان به صورت تصادفی خوشه ای چند مرحله ای انتخاب شده و ابزارهای پژوهش را تکمیل کردند، اما با توجه به ناقص بودن پرسشنامه 6 نفر، تحلیل ها بر روی 234 نفر انجام گرفت. ابزارهای پژوهش شامل مقیاس کمالگرایی هیل، پرسشنامه جهتگیری اهداف (AGQ) بود. یافته‌ها نشان داد کمال گرایی مثبت تأثیر نیرومند معنی‌داری بر جهت گیری اهداف تسلط-گرایش، عملکرد-گرایش و عملکرد-اجتناب و کمال گرایی منفی تأثیر مثبت معنی‌داری بر جهتگیری عملکرد-گرایش و عملکرد-اجتناب دارد؛ همچنین کمال گرایی مثبت تأثیر مثبتی بر عملکرد تحصیلی دارد. علاوه براین جهت گیری هدف تسلط-اجتناب و عملکرد-اجتناب تأثیر معنی‌دار منفی بر عملکرد تحصیلی دارند. در نهایت یافته ها نشان داد که جهت گیری هدف عملکرد-اجتناب در رابطه بین کمال گرایی مثبت و عملکرد تحصیلی نقش میانجی داشته و موجب کاهش تأثیر مثبت کمال گرایی مثبت بر عملکرد تحصیلی می شود. همچنین جهتگیری عملکرد اجتناب در رابطه کمال گرایی منفی و عملکرد تحصیلی نقش میانجی داشته و موجب شده است که ضریب تأثیر کل منفی باشد.
The aim of the present research was to examine the relationship between perfectionism and academic performance and the mediating role of achievement goal orientation in this regard among students. To this purpose, 240 students from Shahid Madani University were selected by cluster sampling and completed the instruments, among whom six were excluded because of their incomplete questionnaires and the ultimate analysis were done on 234. The instruments were Hill Perfectionism Scale and Achievement Goal Questionnaire. The results showed that the positive perfectionism has a strong effect on Master-Approach, Performance-Approach and Performance-Avoidance orientations and negative perfectionism has an effect on Performance-Approach and Performance-Avoidance orientation. Also, it was found that positive perfectionism has an effect on academic performance. The other findings showed that Master-Avoidance and Performance-Avoidance orientations have a negative effect on academic Performance. Finally, the results showed that Performance-Avoidance orientation has a mediating role in the relationship between positive perfectionism and academic performance and in the relationship between negative perfectionism and academic performance.
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Badri-Gargari, R., Beyrami, M., & Dabiri, S. (2014). Prediction model for academic satisfaction and achievement by bi-dimensional perfectionism and achievement goals among high school students. Educational Psychology Quarterly, 33, 21-45 [In Persian].
Barrick, M. R., Mount, M. K., & Gupta, R. (2003). Meta-analysis of the relationship between the five-factor model of personality and Holland's occupational types. Personnel Psychology, 56, 45–74.
Bowdith, J. L., & F. Buono. A. F. (2001). A primer on organizational behavior. The United States of America.
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.
Davari, M., Lavasani, G. M., & Ejhei, J. (2012). The relationship of perfectionism and academic self-efficacy with studentsʼ achievement goals. Psychology Journal, 16(3), 266-281. [In Persian]
Egan, S. J., Piek, J. P., Dyck, M. J., & Rees, C. S. (2007). The role of dichotomous thinking and rigidity in perfectionism. Behavior Research and Therapy, 45(8), 1813-22.
Elliot A., & Church M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-32.
Elliot, A., & McGregor, H. (2001). Achievement goals framework. Journal of Personality and Social Psychology, 80(3),501-19.
Elliot, A., Murayama, K., & Pekrun, R. (2011). A 3 _ 2 Achievement Goal Model. Journal of Educational Psychology, 103 (3), 632-648.
Flett, G. L., & Hewitt, P. L. (2002). Perfectionism: Theory, research, and treatment. Washington, DC: American Psychological Association.
Flett, G. L., & Hewitt, P. L. (2006). Positive versus negative perfectionism in psychopathology: a comment on Slade and Owens’s dual process model. Behavior Modification, 30, 472–495.
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
Gutman, L. M. (2006). How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. Journal of Contemprary Educational Psychology,31(1), 44-63.
Hensmark, O.C. (2003). Need for achievement, locus of control and the prediction of business start-ups: a longitudinal study. Journal of Economic Psychology, 24, 301-319.
Hill, R. W., Huelsman, T. J., Furr, R. M., Kibler, J., Vicente, B. B., & Kennedy, C. (2004). A new measure of perfectionism: the Perfectionism Inventory. Journal Of Personality Assessment, 82(1), 80-91.
Jamshidi, B., Hossein-Chari, M., Haghighat, Sh., & Razmi, M. R. (2010). Validating new perfectionism scale. Behavioral Sciences Journal, 1, 35-43 [In Persian].
Kaplan, A., Martin, L., & Maehr, M. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141-184.
Khademi, M., & Noshadi, N. (2007). The relationship of goal orientation with learning self-regulation and academic achievement among Shiraz undergraduate students. Shiraz Social and Humanity Sciences Journal, 25(4), 63-78 [In Persian].
Kyeon, Y., Cho, S., Hwang, H., & Lee, KU. (2010). the effects of perfectionism on academic achievement in medical students. Korean Journal of Medical Education, 22, 205-214.
Moshtaghi, S. (2012). Academic achievement prediction based on achievement goal orientation. Educational Strategies Quarterly, 5(2), 89-94 [In Persian].
Murayama, K., Zhou, M; & Nesbit, J. C. (2009). A cross-culturalexamination of psychometric properties of responses to theachievement goal questionnaire. Educational and PsychologicalMeasurement, 6, 266-286.
Neumeister, K. L. S., & Finch, H. (2006). Perfectionism in High-Ability Students: Relational Precursors and Influences on Achievement Motivation. Gifted Child Quarterly, 50, 238-251.
Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big Five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93, 116-130.
Rice, K. G., Lopez, F. G., & Richardson, C. M. E. (2013). Perfectionism and performance among STEM students. Journal of Vocational Behavior, 82, 124-134.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353–387.
Robbins, S. P. (2001). Organizational behavior. [A. Parsian and S.-M. Aerabi, Trans.]. Tehran: Cultural Research Office Publication [In Persian].
Seifert, T. L., & O'Keefe, B. A. (2001). The relationship of work avoidance and learning goals to perceived competence, externality and meaning. British Journal of Educational Psychology, 71, 81–92.
Slade, P.D., & Owens, G. R. (1998). A dual process model of perfectionism based on reinforcement theory. Behavior modification, 3, 372-390.
Stoeber, J. (2012). Perfectionism and performance. In S. M. Murphy (Ed.), The oxford handbookof sport and performance psychology (pp. 294-306). New York: Oxford University Press.
Stoeber, J., Feast, A. R., & Hayward, J. A. (2009).Self-oriented and socially prescribed perfectionism: Differential relationships with intrinsic and extrinsic motivation and test anxiety. Personality and Individual Differences, 47, 423–428.
Stoeber, J., Haskew, A. E., & Scott, C. (2015). Perfectionism and Exam Performance: The mediating role of Task-Approach Goals. Personality and Individual Difference, 74, 171-176.
Stoeber, J., Kempe, T., & Keogh, E. J. (2008). Facets of self-oriented and socially prescribed perfectionism does striving for perfectionism enhance or undermine performance. Personality and Individual Differences, 44, 1506-1516.
Stoeber, J., Stoll, O., Salmi, O., & Tiikkaja, J. (2009). Perfectionism and achievement goals in young Finnish ice-hockey players aspiring to make the Under-16 national team. Journal of Sports Sciences, 27, 85-94.
Stoeber, J., Uphill, M. A., & Hotham, S. (2009). Predicting race performance in triathlon: The role of perfectionism, achievement goals, and personal goal setting. Journal of Sport & Exercise Psychology, 31, 211-245.
Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2×2 frameworks: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432–1445.
Verner-Filion, J., & Gaudreau, P. (2010). From perfectionism to academic adjustment: The mediating role of achievement goals. Personality and Individual Differences, 49, 181-186.
Weiner, B. A., & Carton, J. S. (2012). Avoidant coping: A mediator of maladaptive perfectionism and test anxiety. Journal of Personality and Individual Differences, 52, 632-636.
Wiener, B. (2006). An attribution theory of Achievement motivation and emotion. Psychological review, 92 (4), 548-573.
_||_Badri-Gargari, R., Beyrami, M., & Dabiri, S. (2014). Prediction model for academic satisfaction and achievement by bi-dimensional perfectionism and achievement goals among high school students. Educational Psychology Quarterly, 33, 21-45 [In Persian].
Barrick, M. R., Mount, M. K., & Gupta, R. (2003). Meta-analysis of the relationship between the five-factor model of personality and Holland's occupational types. Personnel Psychology, 56, 45–74.
Bowdith, J. L., & F. Buono. A. F. (2001). A primer on organizational behavior. The United States of America.
Daniels, L. M., Haynes, T. L., Stupnisky, R. H., Perry, R. P., Newall, N. E., & Pekrun, R. (2008). Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes. Contemporary Educational Psychology, 33, 584–608.
Davari, M., Lavasani, G. M., & Ejhei, J. (2012). The relationship of perfectionism and academic self-efficacy with studentsʼ achievement goals. Psychology Journal, 16(3), 266-281. [In Persian]
Egan, S. J., Piek, J. P., Dyck, M. J., & Rees, C. S. (2007). The role of dichotomous thinking and rigidity in perfectionism. Behavior Research and Therapy, 45(8), 1813-22.
Elliot A., & Church M. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218-32.
Elliot, A., & McGregor, H. (2001). Achievement goals framework. Journal of Personality and Social Psychology, 80(3),501-19.
Elliot, A., Murayama, K., & Pekrun, R. (2011). A 3 _ 2 Achievement Goal Model. Journal of Educational Psychology, 103 (3), 632-648.
Flett, G. L., & Hewitt, P. L. (2002). Perfectionism: Theory, research, and treatment. Washington, DC: American Psychological Association.
Flett, G. L., & Hewitt, P. L. (2006). Positive versus negative perfectionism in psychopathology: a comment on Slade and Owens’s dual process model. Behavior Modification, 30, 472–495.
Frost, R. O., Marten, P., Lahart, C., & Rosenblate, R. (1990). The dimensions of perfectionism. Cognitive Therapy and Research, 14, 449-468.
Gutman, L. M. (2006). How student and parent goal orientations and classroom goal structures influence the math achievement of African Americans during the high school transition. Journal of Contemprary Educational Psychology,31(1), 44-63.
Hensmark, O.C. (2003). Need for achievement, locus of control and the prediction of business start-ups: a longitudinal study. Journal of Economic Psychology, 24, 301-319.
Hill, R. W., Huelsman, T. J., Furr, R. M., Kibler, J., Vicente, B. B., & Kennedy, C. (2004). A new measure of perfectionism: the Perfectionism Inventory. Journal Of Personality Assessment, 82(1), 80-91.
Jamshidi, B., Hossein-Chari, M., Haghighat, Sh., & Razmi, M. R. (2010). Validating new perfectionism scale. Behavioral Sciences Journal, 1, 35-43 [In Persian].
Kaplan, A., Martin, L., & Maehr, M. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141-184.
Khademi, M., & Noshadi, N. (2007). The relationship of goal orientation with learning self-regulation and academic achievement among Shiraz undergraduate students. Shiraz Social and Humanity Sciences Journal, 25(4), 63-78 [In Persian].
Kyeon, Y., Cho, S., Hwang, H., & Lee, KU. (2010). the effects of perfectionism on academic achievement in medical students. Korean Journal of Medical Education, 22, 205-214.
Moshtaghi, S. (2012). Academic achievement prediction based on achievement goal orientation. Educational Strategies Quarterly, 5(2), 89-94 [In Persian].
Murayama, K., Zhou, M; & Nesbit, J. C. (2009). A cross-culturalexamination of psychometric properties of responses to theachievement goal questionnaire. Educational and PsychologicalMeasurement, 6, 266-286.
Neumeister, K. L. S., & Finch, H. (2006). Perfectionism in High-Ability Students: Relational Precursors and Influences on Achievement Motivation. Gifted Child Quarterly, 50, 238-251.
Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big Five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93, 116-130.
Rice, K. G., Lopez, F. G., & Richardson, C. M. E. (2013). Perfectionism and performance among STEM students. Journal of Vocational Behavior, 82, 124-134.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353–387.
Robbins, S. P. (2001). Organizational behavior. [A. Parsian and S.-M. Aerabi, Trans.]. Tehran: Cultural Research Office Publication [In Persian].
Seifert, T. L., & O'Keefe, B. A. (2001). The relationship of work avoidance and learning goals to perceived competence, externality and meaning. British Journal of Educational Psychology, 71, 81–92.
Slade, P.D., & Owens, G. R. (1998). A dual process model of perfectionism based on reinforcement theory. Behavior modification, 3, 372-390.
Stoeber, J. (2012). Perfectionism and performance. In S. M. Murphy (Ed.), The oxford handbookof sport and performance psychology (pp. 294-306). New York: Oxford University Press.
Stoeber, J., Feast, A. R., & Hayward, J. A. (2009).Self-oriented and socially prescribed perfectionism: Differential relationships with intrinsic and extrinsic motivation and test anxiety. Personality and Individual Differences, 47, 423–428.
Stoeber, J., Haskew, A. E., & Scott, C. (2015). Perfectionism and Exam Performance: The mediating role of Task-Approach Goals. Personality and Individual Difference, 74, 171-176.
Stoeber, J., Kempe, T., & Keogh, E. J. (2008). Facets of self-oriented and socially prescribed perfectionism does striving for perfectionism enhance or undermine performance. Personality and Individual Differences, 44, 1506-1516.
Stoeber, J., Stoll, O., Salmi, O., & Tiikkaja, J. (2009). Perfectionism and achievement goals in young Finnish ice-hockey players aspiring to make the Under-16 national team. Journal of Sports Sciences, 27, 85-94.
Stoeber, J., Uphill, M. A., & Hotham, S. (2009). Predicting race performance in triathlon: The role of perfectionism, achievement goals, and personal goal setting. Journal of Sport & Exercise Psychology, 31, 211-245.
Van Yperen, N. W. (2006). A novel approach to assessing achievement goals in the context of the 2×2 frameworks: Identifying distinct profiles of individuals with different dominant achievement goals. Personality and Social Psychology Bulletin, 32, 1432–1445.
Verner-Filion, J., & Gaudreau, P. (2010). From perfectionism to academic adjustment: The mediating role of achievement goals. Personality and Individual Differences, 49, 181-186.
Weiner, B. A., & Carton, J. S. (2012). Avoidant coping: A mediator of maladaptive perfectionism and test anxiety. Journal of Personality and Individual Differences, 52, 632-636.
Wiener, B. (2006). An attribution theory of Achievement motivation and emotion. Psychological review, 92 (4), 548-573.
