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تبیین خودناتوانسازی تحصیلی بر اساس عوامل مؤثر بر آن: آزمون یک مدل مفهومی جامع | ||
| فصلنامه علمی پژوهش در یادگیری آموزشگاهی و مجازی | ||
| مقاله 1، دوره 4، شماره 16، اردیبهشت 1396، صفحه 9-22 اصل مقاله (282.48 K) | ||
| نوع مقاله: پژوهشی | ||
| نویسندگان | ||
| محمد سید صالحی* 1؛ نورعلی فرخی2 | ||
| 1کارشناس ارشد، سنجش و اندازهگیری (روانسنجی)، دانشگاه علامه طباطبائی | ||
| 2دانشیار، گروه سنجش و اندازهگیری، دانشگاه علامه طباطبائی | ||
| چکیده | ||
| این پژوهش به منظور تعیین روابط سببی متغیرهایی که بیشترین اثر را بر روی خودناتوانسازی تحصیلی در دانشجویان شهر تهران داشتند، صورت گرفته است. جامعۀ آماری همۀ دانشجویان شهر تهران بودند که از بین آنان تعداد 520 نفر از چهار دانشگاه علامه طباطبائی، تهران، آزاد اسلامی مرکز تهران جنوب و پیام نور واحد تهران جنوب به روش داوطلبانه به عنوان نمونه انتخاب شدند. ابزارهای پژوهش شامل پرسشنامههای فرم کوتاهشخصیتی NEO، کمالگرایی چندبعدی، خودکارآمدی عمومی، انگیزش تحصیلی، خودناتوانسازی و عزت نفس بود. دادهها با استفاده از روش مدلسازی معادلات ساختاری مورد تحلیل قرار گرفتند. نتایج بهدستآمده، حمایتکننده برازش مدل با دادهها و روابط ساختاری مفروض است و در مجموع نشان میدهد که ویژگیهای شخصیتی، کمالگرایی، عزت نفس، عملکرد تحصیلی و انگیزش تحصیلی به طور مستقیم و خودکارآمدی به طور غیر مستقیم و با میانجیگری عملکرد تحصیلی،خودناتوانسازی تحصیلی را تحت تأثیر قرار میدهند. همچنین ویژگیهای شخصیتی و کمالگرایی به طور غیر مستقیم نیز از طریق میانجیگری عملکرد تحصیلی و انگیزش تحصیلی بر خودناتوانسازی تحصیلی اثر میگذارند. با افزایش روانرنجورخویی و کاهش گشودگی، خودناتوانسازی تحصیلی احتمال بروز پیدا میکندو همچنین عزت نفس، خودکارآمدی و انگیزش تحصیلی بالا موجب پایین آمدن میزان خودناتوانسازی میگردد اما میزان بالای کمالگرایی و عملکرد تحصیلی احتمال بروز رفتارهای خودناتوانساز را افزایش میدهد. | ||
| کلیدواژهها | ||
| انگیزش تحصیلی؛ خودکارآمدی؛ خودناتوانسازی تحصیلی؛ عزت نفس؛ عملکرد تحصیلی؛ کمالگرایی؛ ویژگیهای شخصیتی | ||
| عنوان مقاله [English] | ||
| Explanation of Academic Self-Handicapping Based on Effective Factors: Examination of a Comprehensive Conceptual Model | ||
| نویسندگان [English] | ||
| mohammad seidsalehi1؛ noorali farrokhi2 | ||
| چکیده [English] | ||
| This research was conducted to determine the causal relationships of variables that have most effect on academic self-handicapping in the university students of Tehran. The population was the university students of Tehran that 520 people were selected as a sample from the universities of Allameh Tabataba’i, Tehran, south branch of Payam-e-Noor & Islamic Azad through voluntary sampling. The research tools was include the short form of NEO Personality inventory, perfectionism Multidimensional Questionnaire, General self-efficacy Questionnaire, classroom motivational scale, academic self-handicapping Questionnaire, self-esteem Questionnaire. The data were analyzed using structural equations modeling. The findings provided a robust support for the hypothesized structural relationships and show that personality traits, perfectionism, self-esteem, academic performance and academic motivation could directly affect academic self-handicapping and self-efficacy could indirectly affect academic self-handicapping with the mediating effects of academic performance. Also personality traits and perfectionism could indirectly affect academic self-handicapping with the mediating effects of academic performance and academic motivation. With the increase in neuroticism and by reducing the openness experience, academic self-handicapping will probably emerge and also high level of self-esteem, self-efficacy and academic motivation Will lead to lower levels of academic self-handicapping but high level of perfectionism and academic performance Increases the academic self-handicapping behaviors. | ||
| کلیدواژهها [English] | ||
| Academic Motivation, Academic Performance, Academic Self-Handicapping, Perfectionism, personality traits, Self - Efficacy, Self - Esteem | ||
| مراجع | ||
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