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مدل یابی علی پیشرفت تحصیلی دانش آموزان بر اساس اهداف پیشرفت و هیجان های تحصیلی | ||
فصلنامه پژوهشهای کاربردی روانشناختی | ||
مقاله 2، دوره 8، شماره 2، شهریور 1396، صفحه 17-34 اصل مقاله (570.13 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22059/japr.2017.63705 | ||
نویسندگان | ||
هادی صمدیه* 1؛ مسعود غلامعلی لواسانی2؛ احمد خامسان3 | ||
1کارشناس ارشد روانشناسی تربیتی.دانشکده روانشناسی و علوم تربیتی دانشگاه تهران | ||
2دانشیار دانشکده روانشناسی و علوم تربیتی. دانشگاه تهران | ||
3دانشیار دانشکده روانشناسی و علوم تربیتی. دانشگاه بیرجند | ||
چکیده | ||
هدف پژوهش حاضر ارائه مدل علی پیشرفت تحصیلی بر حسب اهداف پیشرفت و هیجانهای تحصیلی بود. جامعه آماری شامل تمامی دانشآموزان پایه دوم دبیرستان شهر نیشابور بود. نمونهای به حجم 416 نفر (198 دختر و 218 پسر)، با روش نمونهگیری جند مرحلهای انتخاب شدند. اطلاعات با استفاده از پرسشنامه هیجانهای تحصیلی (پکران و همکاران، 2005)، مقیاس الگوهای یادگیری سازگار (میگلی و همکاران، 2000) و میانگین نمرات دانشآموزان، گردآوری شد. روش تحلیل مسیر حاکی از برازش خوب مدل بود و نشان داد که اهداف تبحری و اهداف رویکرد-عملکرد با واسطهگری هیجانهای مثبت اثرات غیر مستقیم معنادار بر پیشرفت تحصیلی دارد و اهداف اجتناب-عملکرد تنها از طریق هیجانهای منفی اثرات غیر مستقیم منفی و معنادار بر پیشرفت دارد. بهطورکلی به نظر میرسد که افراد با اهداف تبحری، اضطراب و هیجانهای منفی کمتری در موقعیتهای چالشبرانگیز تجربه میکنند که این بر عملکرد تحصیلی نیز تأثیرات مثبتی دارد. | ||
کلیدواژهها | ||
اهداف پیشرفت؛ پیشرفت تحصیلی؛ هیجان های تحصیلی | ||
مراجع | ||
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