تعداد نشریات | 24 |
تعداد شمارهها | 416 |
تعداد مقالات | 3,176 |
تعداد مشاهده مقاله | 4,538,766 |
تعداد دریافت فایل اصل مقاله | 1,889,143 |
نقش واسطه ای جهت گیری هدف پیشرفت در رابطه خودارزشیابی مرکزی و عملکرد تحصیلی فیزیک | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 1، دوره 13، شماره 2 - شماره پیاپی 39، مرداد 1403، صفحه 1-13 اصل مقاله (714.5 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2024.3654 | ||
نویسندگان | ||
فاطمه یزدانی1؛ سیاوش طالع پسند* 2؛ اسحق رحیمیان3 | ||
1دانشجوی کارشناسی ارشد روان شناسی تربیتی، دانشگاه سمنان، سمنان، ایران. | ||
2دانشیار گروه روانشناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه سمنان | ||
3گروه روان شناسی بالینی، دانشکده روان شناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران | ||
تاریخ دریافت: 01 اردیبهشت 1400، تاریخ بازنگری: 08 آذر 1400، تاریخ پذیرش: 14 آذر 1400 | ||
چکیده | ||
چکیده هدف پژوهش حاضر بررسی نقش واسطه ای جهت گیری هدف پیشرفت با خودارزشیابی مرکزی و عملکرد تحصیلی فیزیک بود. مطالعه حاضر از نوع همبستگی بود .شرکتکنندگان 221 دانش آموز (90 دختر، 131 پسر ) سال سوم دبیرستان رشته ریاضی شهرستان قائمشهر در سال تحصیلی 96-95 بودند. از روش نمونه گیری تصادفی استفاده شد. شرکت کنندگان مقیاس جهت گیری هدف پیشرفت الیوت و مکگریگور(2001) و مقیاس خودارزشیابی مرکزی را تکمیل کردند. دادهها با رگرسیون چندگانه و تحلیل مسیر تحلیل شدند. یافتهها نشان داد که جهتگیری هدف پیشرفت تبحری-گرایشی نمرات درس فیزیک را به طور معنادار پیشبینی میکرد. نقش میانجی جهتگیری هدف پیشرفت اجتنابی در رابطه ساختاری خودارزشیابی مرکزی با عملکرد فیزیک تایید شد. افرادی که ارزشیابی ضعیفی از خود داشتند احتمال اتخاذ جهت گیری هدف پیشرفت اجتنابی در آنها بالاتر بود و این شرایط با افت عملکرد درس فیزیک همراه بود. در طراحی آموزش درس فیزیک باید به شرایطی که دانش آموزان خود را ارزشیابی می کنند، توجه داشت. | ||
کلیدواژهها | ||
جهتگیری هدف پیشرفت؛ خودارزشیابی مرکزی؛ فیزیک؛ عملکرد | ||
عنوان مقاله [English] | ||
The Mediating Role of Achievement Goal Orientation in Relation between Core Self-Evaluation and Academic Performance of Physics | ||
نویسندگان [English] | ||
Fatemeh Yazdani1؛ siavash talepasand2؛ Issac Rahimianboogar3 | ||
1M.S student of Educational Psychology, Educational Psychology, Semnan University, Semnan, Iran. | ||
2Associate Professor of Psychology, Faculty of Psychology and Educational Sience. Semnan University | ||
3department of clinical psychology, faculty of psychology and educational sciences, Semnan ‎University, Semnan, Iran.‎ | ||
چکیده [English] | ||
Abstract The purpose of the present study was to investigate the mediating role of the achievement goal orientation with the core self-evaluation and academic performance of physics. The present study was a correlational study. Participants were 221 students (90 girls, 131 boys) in the third year of high school in Qaem Shahr in the academic year of 2017-2016. Random sampling method was used. Participants completed the questionnaire of the achievement goal orientation (Eliot & McGregory, 2003), and the questionnaire the core self-evaluation Scale. Data were analyzed using Multiple Regression and path analysis. The results showed that the mastery goal orientation predicted physics’ scores significantly. The achievement goal orientation had a mediating role in the structural relationship between the core self-evaluation and physics performance . People with poor self-evaluation were more likely to adopt the avoidance achievement goal orientation, and this was associated with a decline in physics performance. In designing a physics lesson, one should pay attention to the conditions in which students evaluate themselves. | ||
کلیدواژهها [English] | ||
achievement goal orientation, Core self-evaluation, physics, performance | ||
مراجع | ||
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261
Arshadi, N., Neisi, A., & Dadras, M. (2012). The direct and indirect effect of core self-evaluations on job satisfaction, organizational commitment and job performance. Contemporary Psychology, 7(1), 35-48. [In Persian]
Bono, J. E., & Judge, T. A. (2003). Core self-evaluations: A review of the trait and its role in job satisfaction and job performance. European Journal of Personality, 17(Suppl1), S5–S18. https://doi.org/10.1002/per.481
Bossaert, G., Doumen, S., Buyse, E., & Verschueren, K. (2011). Predicting children's academic achievement after the transition to first grade: A two-year longitudinal study. Journal of Applied Developmental Psychology, 32(2), 47–57. https://doi.org/10.1016/j.appdev.2010.12.002
Chang, C.-H. (D.), Ferris, D. L., Johnson, R. E., Rosen, C. C., & Tan, J. A. (2012). Core self-evaluations: A review and evaluation of the literature. Journal of Management, 38(1), 81–128. https://doi.org/10.1177/0149206311419661
Clipa, O., Ignat, A., & Rusu, P.P. (2011). Relations of Self-Assessment Accuracy with Motivation Level and Metacognition Abilities in Pre-Service Teacher Training. Procedia - Social and Behavioral Sciences, 30, 883-888. https://doi.org/10.1016/j.sbspro.2011.10.171
Ćukušić, M., Garača, Ž. & Jadrić, M. (2014). Online self-assessment and students' success in higher education institutions. Computers & Education, 72(1), 100-109. Elsevier Ltd. Retrieved July 9, 2024 from https://www.learntechlib.org/p/200900/.
Delavarpour, M. (2008). Prediction of metacognitive awareness and academic progress based on the goal orientation of progress. New Psychological Research, 3(9), 65-91. [In Persian]
Dormann, C., Fay, D., Zapf, D., & Frese, M. (2006). A State-Trait Analysis of Job Satisfaction: On the Effect of Core Self-Evaluations. Applied Psychology: An International Review, 55(1), 27–51. https://doi.org/10.1111/j.1464-0597.2006.00227.x
Elliot, A. J., & Church, M. A. (1997). A hierarchical model of approach and avoidance achievement motivation. Journal of Personality and Social Psychology, 72(1), 218–232. https://doi.org/10.1037/0022-3514.72.1.218
Elliot, A. J., & McGregor, H. A. (2001). A 2 X 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-519. https://doi.org/10.1037/0022-3514.80.3.501
Grant, A. M., & Wrzesniewski, A. (2010). I won’t let you down… or will I? Core self-evaluations, other-orientation, anticipated guilt and gratitude, and job performance. Journal of Applied Psychology, 95(1), 108–121. https://doi.org/10.1037/a0017974
Hwang, M. H., Choi, H. C., Lee, A., Culver, J. D., & Hutchison, B. (2016). The relationship between self-efficacy and academic achievement: A 5-year panel analysis. The Asia-Pacific Education Researcher, 25(1), 89-98. https://doi.org/10.1007/s40299-015-0236-3
Judge, T. A., Erez, A., Bono, J. E., & Thoresen, C. J. (2003). The core self‐evaluations scale: Development of a measure. Personnel psychology, 56(2), 303-331. https://doi.org/10.1111/j.1744-6570.2003.tb00152.x
Judge, T. A., Locke, E. A., Durham, C. C., & Kluger, A. N. (1998). Dispositional effects on job and life satisfaction: the role of core evaluations. Journal of Applied Psychology, 83(1), 17-34. https://doi.org/10.1037/0021-9010.83.1.17.
Kaplan, A., Martin, L., & Maehr, M. L. (2007). The contribution and prospects of goal orientation theory. Educational Psychology Review, 19(2). 141-187.
Kaplan, A., Middleton, M. J., Urdan, T., & Midgley, C. (2002). Achievement Goals and Goal Structures. In C. Midgley (Ed.), Goals, Goal Structures, and Patterns of Adaptive Learning (pp. 21-53). Mahwah, NJ: Erlbaum.
Kord, B. (2017). The role of achievement goals orientation in math performance: Mediating students’ self-regulation. Journal of School Psychology, 5(4), 85-100. [In Persian]
Moshtaghi, S., Mirhashemi, M., & Sharifi, H. P. (2012). An Investigation of the Psychometric Properties of the Achievement Goal Questionnaire-Revised (AGQ-R) among the Student Population. Quarterly of Educational Measurement, 2(7), 71-90. [In Persian]
Okun, M. A., Fairholme, C., Karoly, P. (2005). Academic Goals, Goal Process Cognition, and Exam Performance Among College Students. Learning and Individual Differences. 16, 255–265. https://doi.org/10.1016/j.lindif.2006.04.001
Pastor, D. A. Barron, K. E. Miller, B. J., & Davis, S. L. (2007). A latent profile analysis of college students’ achievement goal orientation. Contemporary Educational Psychology, 32, 8–47. https://doi.org/10.1016/j.cedpsych.2006.10.003
Piccolo, R. F., Judge, T. A., Takahashi, K., Watanabe, N., & Locke, E. A. (2005). Core self-evaluations in Japan: Relative effects on job satisfaction, life satisfaction, and happiness. Journal of Organizational Behavior, 26(8), 965–984. https://doi.org/10.1002/job.358
Pintrich, P. R., Zusho, A., Schiefele, U., & Pekrun, R. (2001). Goal orientation and self-regulated learning in the college classroom: A cross-cultural comparison. In Student motivation (pp. 149-169). Springer, Boston, MA.
Sağlam, H., & Yontar, A. (2018). High School Students’ Physics Achievement in Terms of Their Achievement Goal Orientations, Self-Efficacy Beliefs and Learning Conceptions of Physics. Bogazici University Journal of Education, 35(1), 31-50.
Saif, D. (2015). Prediction of self-efficacy in mathematics based on goal orientations among academically gifted students. Journal of Teaching and Learning Studies, 7(2), 21-40. [In Persian] https://doi.org/10.22099/jsli.2016.3688
Sawtelle, V., Brewe, E., & Kramer, L. H. (2012). Exploring the relationship between self‐efficacy and retention in introductory physics. Journal of Research in Science Teaching, 49(9), 1096–1121. https://doi.org/10.1002/tea.21050
Shams, F., & Tabebordbar, F. (2011). Mediating Role of Academic Self-efficacy for Goal Orientation and Math Performance. Psychological Models and Methods, 1(3), 82-95. [In Persian] DOR: 20.1001.1.22285516.1390.1.3.6.8
Sharifi Ardani, A., Khayyer, M., Hayati, D., Sharifi Ardani, A., Raeisi, J., & Rouhi, A. (2013). Predicting Academic Achievement Based on Grit as a Personality Trait with Mediating Role of Goal Orientation Among MA Students of Shiraz University. Educational Development of Judishapur, 4(3), 53-63. [In Persian]
Sheykhshabani, S. E., Arshadi, N., & Bazrafkan, H. (2012). The effect of Work-family Conflict on Job satisfaction and Mental Health. Family Counseling and Psychotherapy, 1(3), 349-365. [In Persian] DOR: 20.1001.1.22516654.1390.1.3.6.8
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 120, 238–245. https://doi.org/10.1016/j.paid.2017.08.014
Suprapto, N., Chang, T. S., & Ku, C. H. (2017). Conception of learning physics and self-efficacy among Indonesian university students. Journal of Baltic Science Education, 16(1), 7. https://doi.org/10.33225/JBSE/17.16.07
Sylvia M.R (2014). Assessing Fourth Year Student-Teachers understanding of Self-Evaluation Report Writing. Procedia - Social and Behavioral Sciences. (116), 3838-3842. https://doi.org/10.1016/j.sbspro.2014.01.851
Tamanaifar, M. R., Sedighi Arfai, F., & Salami Mohammad Abadi, F. (2023). The Relationship of Emotional Intelligence, Self-Concept and Self Esteem to Academic Achievement. Quarterly Journal of Research and Planning in Higher Education, 16(2), 99-113. [In Persian]
Toisercani Ravari, F., Arabzadeh, M., & Kadivar, P. (2015). The relationship between classroom environment, achievement goals and reflective thinking with students' mathematics performance. Journal of School Psychology, 4(1), 52-69. [In Persian]
Wolters, C. A. (2004). Advancing Achievement Goal Theory: Using Goal Structures and Goal Orientations to Predict Students' Motivation, Cognition, and Achievement. Journal of educational psychology, 96(2), 236. https://doi.org/10.1037/0022-0663.96.2.236 | ||
آمار تعداد مشاهده مقاله: 165 تعداد دریافت فایل اصل مقاله: 191 |