آزمون و مقایسه مدل رابطه علی ویژگی‌های شخصیتی با کیفیت زندگی و عملکرد تحصیلی با میانجیگری خودکارآمدی تحصیلی و تنظیم هیجان در دانشجویان دانشگاه شهید چمران اهواز
محورهای موضوعی : تکتونواستراتیگرافیغلامرضا کاویانی 1 , سیروس عالی پور بیرگانی 2 , منیجه شهنی ییلاق 3 , غلامرضا رجبی 4
1 - دانشجوی دکتری روان‌شناسی تربیتی، گروه روان‌شناسی ، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
2 - دانشیار، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
3 - استاد، گروه روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
4 - استاد، گروه مشاوره، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران اهواز، اهواز، ایران
کلید واژه: کیفیت زندگی, عملکرد تحصیلی, تنظیم هیجان, خودکارآمدی تحصیلی, وظیفه‌شناسی,
چکیده مقاله :
این پژوهش با هدف آزمون و مقایسه مدل رابطه علی ویژگی‌های شخصیتی با کیفیت زندگی و عملکرد تحصیلی با میانجیگری خودکارآمدی تحصیلی و تنظیم هیجان در دانشجویان دانشگاه شهید چمران اهواز صورت گرفته است. جامعهآماری اینپژوهش تمامیدانشجویاندختروپسرمشغول بهتحصیل در دانشگاه شهیدچمراناهوازبودند که 350 نفر از آنها با استفاده از روش نمونه‌گیری تصادفی چندمرحله‌ای، بهعنوان نمونه آماری انتخاب شده و به ابزارهای پژوهش(خرده‌مقیاس وظیفه‌شناسی سیاهه شخصیتی نئو، پرسشنامه کیفیت زندگی سازمان بهداشت جهانی- فرم کوتاه، مقیاس خودکارآمدی تحصیلی و خرده‌مقیاس تنظیم هیجان) پاسخ دادند. این مطالعه از نوع همبستگی با استفاده از روش تحلیل مسیر انجام شد. نتایج نشان داد که رابطه وظیفه‌شناسی و خودکارآمدی تحصیلی، مثبت و قوی است. رابطه خودکارآمدی تحصیلی و عملکرد تحصیلی، خودکارآمدی تحصیلی و کیفیت زندگی نیز مثبت و معنی‌دار است. همچنین ضریب مسیر وظیفه‌شناسی به کیفیت زندگی در دانشجویان دختر و ضریب مسیرهای وظیفه‌شناسی به تنظیم هیجان و تنظیم هیجان به کیفیت زندگی در دانشجویان پسر بیشتر بوده است. با توجه به رابطه خودکارآمدی تحصیلی با عملکرد تحصیلی و کیفیت زندگی و همچنین و رابطه تنظیم هیجان با کیفیت زندگی، می‌توان راهکارها یا برنامه‌های را برای افزایش خودکارآمدی تحصیلی دانشجویان و همچنین درک، ارزیابی و کنترل هیجان‌ها و واکنش‌های هیجانی به شیوه‌ای سودمند مد نظر قرار داد.
This correlational study aimed at testing and comparing the model of personality traits with quality of life and academic performance with mediating role of emotion regulation and academic self-efficacy in Shahid Chamran university students. All Shahid Chamran University female and male students during the academic were population of this study. A total of 350 students were selected by multi-stage random sampling method and answered the research tools (Conscientiousness subscale of NEO Personality Inventory, World Health Organization Quality of Life, Academic Self-Efficacy Scale and Dimensions of Emotional Openness Questionnaire). This correlation study was performed using path analysis method. The results showed that relationship between conscientiousness and academic self-efficacy was positive and strong. The relationship between academic self-efficacy and academic performance and academic self-efficacy and quality of life. Furthermore, path coefficient of conscientiousness to quality of life was high in female students. Path coefficient of conscientiousness to emotion regulation and emotion regulation to quality of life were high in male students. There are relationship between academic self-efficacy and academic performance and quality of life as well as emotion regulation and quality of life. It is possible to develop strategies or programs to increase students' academic self-efficacy as well as to increase the comprehension, evaluation and control of emotions and emotional reactions in a beneficial way.
Abolghasemi, A., Barzegar, S., & Rostamoghly, Z. (2014). The effectiveness of self-regulation learning training on academic motivation and self-efficacy of students with mathematics disorders. Journal of Learning Disabilities, 4(2), 6-21. (In Persian)
Amrai, K., Farahani, A., Ebrahimi, M., & Bagherian, V. (2011). Relationship between personality traits and spiritual intelligence among university students. Journal of Procedia Social and Behavioral Sciences, 15, 609-612.
Artino, A. R. (2012). Academic self-efficacy: From educational theory to instructional practice. Journal of Perspective Medical Education, 1(2), 76-85.
Asgari, S., Kahrizi, S., & Kahrizi, M. (2013). The role of self-efficacy and life satisfaction in predicting academic performance in third grade students in Kermanshah. Journal of School Psychology, 2(2), 107-123. (In Persian)
Atashpour, SH., Hosseini, M., Kanani, N., Samsamshariat, M., & Salk, N. (2014). The Comparsion the Personality Traits Between Iranian and Malaysian Students. Journal of Knowledge and Research in Applied Psychology, 15(1), 81-88. (In Persian)
Bahrami, B., Bahrami, A., Mashhadi, A., & Kareshki, H. (2015). The role of cognitive emotion-regulation strategies in the quality of life of cancer patients. Journal of Mashhad UniversityofMedical Sciences, 58(2), 96-105. (In Persian)
Bassi, I. B., Assuncao, A. A., Medeiros, A. M., Menezes, L. N., Teixeira, L. C., Gama, A. C. C. (2011). Quality of life, self-perceived dysphonia, and diagnosed dysphonia through clinical tests in teachers. Journal of Voice, 25(2), 192-201.
Burgandan, S., & Khalatbari, J. (2016). The correlation between cognitive emotion regulation and spiritual intelligence with quality of life among emergency department nurses.Iran Journal of Nursing, 29(104), 46-54. (In Persian)
Cano-Garcia, F., & Hughes, E. H. (2000). Learning and thinking styles: An analysis of their interrelationship and influence on academic achievement. Journal of Educational Psychology, 20(4), 413-430.
Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. Journal of British Educational Psychology, 81, 78-96.
Chun, H., & Dickson, G. L. (2011). A psychoecological model of academic performance among Hispanic adolescents. Journal of Youth Adolescence, 40, 1581-1594.
DeYoung, C. G., Hirsh, J. B., Shane, M. S., Papademetris, X., Rajeevan, N., & Gray, J. R. (2010). Testing predictions from personality neuroscience: Brain structure and the big five. Journal of Psychological Science, 21, 820-828.
Elliott, J. W., Thevenin, M. K., & Bigelow, B. F. (2017). Promoting, CM students’ success: Establishing an academic performance giving construction education self-efficacy, motivation and planned behavior. International Journal of Construction Education and Research, 13(4), 284-298.
Ferla, J., Valcke, M., & Cai, Y. (2009). Academic self-efficacy and academic self-concept: Reconsidering structural relationships. Journal of Learning and Individual Differences, 19, 499-505.
Fouladi, F., Azhieh, J., Gholamali-lavasani, M., Barzegar Kohhnmouy, S., & Faryani, R. (2013). Effectiveness of communication skills training on improving the quality of life of married women. Journal of Education and Evaluation, 6(21), 127-144. (In Persian)
Giunta, L. D., Alessandri, G., Gerbino, M., Kanacri, P. L., Zuffiano, A., & Caprara, G. V. (2013). The determinants of scholastic achievement: The contribution of personality traits, self-esteem, and academic self-efficacy. Journal of Learning and Individual Differences, 27, 102-108.
HajiYakhachali, A., Marvoti, Z., & Fathi, F. (2014). Relationship between personality characteristics, intelligence beliefs and goals of progress with academic self-efficacy in high school girl students. Journal of Personality and Individual Differences, 3(4), 75-92. (In Persian)
Hakimi, S., Hejazi, E., & Gholamali Lavasani, M. (2011). The relationships between personality traits and students’ academic achievement. Journal of Social and Behavioral Sciences, 29, 836-845.
Hamid, N., & Zemestani, M. (2013). The relationship between spiritual intelligence, personality traits and quality oflife in medical students. Journal of Qom UniversityofMedical Sciences, 4(17), 347-355. (In Persian)
Hejazi, Y., & Omidi Najafabadi, M. (2006). Factors affecting the academic achievement of agricultural students. Iranian Journal of Agricultural Science, 2(1), 19-25. (In Persian)
Hengartner, M. P., Linden, D., Bohleber, L., & Von Wyl, A. (2017). Big five personality traits and the general factor of personality as moderators of stress and coping reactions following an emergency alarm on a Swiss University Campus. Journal of Stress and Health, 33(1), 35-44.
Hol Fosse, T., Buch, R., Safvenbom, R., & Martinussen, M. (2016). The impact of personality and self-efficacy on academic and military performance: The mediating role of self-efficacy. Journal of Military Studies, 7(1), 44-52.
Jafarinezhad, H., Sadipour, E., Hajihoseini, M., & Mohamadjani, H. (2012). The relationship between personality characteristics and methods of study with academic achievement in graduate students of Allameh Tabataba'i University of Tehran. Educational Psychology, 25(8), 35-54. (In Persian)
Jonson-Reid, M., Davis, L., Saunders, J., Williams, T., & Williams, J. (2005). Academic self-efficacy among African-American youths: Implications for school social work practice. Journal of Children & Schools, 27(1), 5-14.
Mikaeli, N., Rajabi, S., Abbasi, M., Chamlou Zamanlo, K. (2014). The relationship between emotion regulation and positive and negative emotions with performance and academic burnout in students. Journal of Educational Psychology, 10(32), 31-52.
Moradian, J., Allipour, S., & Shehniyalagh, M. (2014). The causal relationship between parenting styles and academic performance mediated by the role of academic self-efficacy and achievement motivation in the students. Journal of Family Psychology, 1(1), 63-74. (In Persian)
Nasr Esfahani, N., & Etemadi, A. (2012). The relationship between personality characteristics and spiritual intelligence and quality of life in Allameh Tabatabaei University students. Journal of Research and Health, 2(2), 226-235. (In Persian)
Oneale, L. D. G., & Harrison, S. (2013). An investigation of the learning styles and study habits of chemistry undergraduates in Barbados and their effect as predictors of academic achievement in chemical group theory. Journal of Educational and Social Research, 3(2), 107-122.
Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement goals and achievement emotions: Testing a model of their joint relations with academic performance. Journal of Educational Psychology, 101(1), 1-15.
Pocnet, C., Dupuis, M., Congard, A., & Jopp, D. (2017). Personality and its links to quality of life: Mediating effects of emotion regulation and self-efficacy beliefs. Journal of Motivation and Emotion, 41(2), 196-208.
Pollock, N. C., McCabe, G. A., Southard, A. C., & Zeigler-Hill, V. (2016). Pathological personality traits and emotion regulation difficulties. Journal of Personality and Individual Differences, 95, 168-177.
Preacher K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Journal of Behavior Research Methods, 40(3), 879-891.
Preckel, F., Schmidt, I., Stumpf, E., Motschenbacher, M., Vogl, K., & Schneider, W. (2017). A test of the reciprocal-effects model of academic achievement and academic self-concept in regular classes and special classes for the gifted. Journal of Gifted Child Quarterly, 61(2), 103-116.
Reicherts, M., Genoud, P. A., & Zimmermann, G. (2012). (Eds.), L’Ouverture emotionnelle: Une nouvelle approche du vecu et du traitement emotionnels. Bruxelles: Mardaga.
Rezaei Lori, N. (2015). Study of relationship between quality of life and educational achievement of children of the family Case study of first grade high school students in Sirjan city 2013. Tehran: Annual Conference on New Approaches to Research in the Humanities. (In Persian)
Sa'adat, S., Kalantari, M., & Ghamarani, A. (2017). Relationship between dark triad personality (i.e., machiavellianism, narcissism, and psychopathy) and students’ academic self-efficacy. Journal of Education Strategies in Medical Sciences, 10(4), 255-262. (In Persian)
Saeedi, Z., & Farahbakhsh, K. (2016). Relation among quality of life, life style, academic performance with academic achievement in Isfahan university of medical sciences student’s. Education Strategy in Medical Sciences, 9(3), 176-185. (In Persian)
Seyedallshohadaee, M., Mardani, M., Haggani, H., Abbasi, M., & Hakimi, M. H. (2016). The correlation between personality traits and quality of life in nursing students of Qom university of medical sciences, 2016, Iran. Journal of Qom UniversityofMedical Sciences, 10(11), 71-78. (In Persian)
Shahbazirad, A., Ghazanfari, F., Abbasi, P., & Mohammadi, F. (2015). The role of psychological hardiness and spiritual health in predict of quality of life in students of kermanshah university of medical sciences. Journal of Education and Community Health, 2(2), 20-27. (In Persian)
Shahmoradi, S., Fatehizadeh, M., & Ahmadi, A. (2011). Prediction of marital conflict through the personality, psychological and demographic characteristics of spouses. Journal of Knowledge and Research in Applied Psychology, 43(12), 33-44. (In Persian)
Vecchio, G. M., Maria, M., Pastorelli, C., Del Bove, G., & Caprara, G. V. (2007). Multifaceted self-efficacy beliefs as predictors of life satisfaction in late adolescence. Journal of Personality and Individual Differences, 43(7), 1807-1818.
Westerman, J. W., & Nowicki, M. D., & Plante, D. (2002). Fit in the classroom: Predictors of student performance and satisfaction in management education. Journal of Management Education, 26(1), 5-18.
Widiger, A. (2005). Five factor model of personality disorder: Integrating science and practice. Journal of Research in Personality, 39, 67-83.
Widiger, T. A., & Seidlits, L. (2002). Personality, psychopathology and aging. Journal of Research in Personality, 36, 335-362.
Willment, K., Hill, M., Baslet, G., & Loring, D. W. (2015). Cognitive impairment and evaluation in psychogenic nonepileptic seizures: An integrated cognitive-emotional approach. Journal of Clinical EEG and Neuroscience, 46(1), 42-53.
Wismeijer, A., & Van Assen, M. (2008). Do neuroticism and extraversion explain the negative association between self-concealment and subjective well-being? Journal of Personality and Individual Differences, 45, 345-349.
_||_