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بررسی رابطه کمال گرایی و عملکرد تحصیلی: نقش میانجی خودنظم بخشی و خودکارآمدی تحصیلی | ||
فصلنامه پژوهشهای کاربردی روانشناختی | ||
مقاله 4، دوره 8، شماره 2، شهریور 1396، صفحه 51-68 اصل مقاله (600.13 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22059/japr.2017.63707 | ||
نویسندگان | ||
ملاحت امانی* 1؛ عارفه کیانی2 | ||
1استادیار گروه روانشناسی. دانشکده علوم انسانی دانشگاه بجنورد | ||
2کارشناسی ارشد مشاوره شغلی. دانشکده روانشناسی و علوم تربیتی دانشگاه محقق اردبیلی | ||
چکیده | ||
مطالعات مختلف درباره ارتباط کمالگرایی و عملکرد تحصیلی نتایج ناهماهنگی را گزارش کردهاند. با این وجود، کمالگرایی میتواند از طریق تأثیرگذاری بر باورهای توانمندی تحصیلی و نیز راهبردهای یادگیری خودنظمبخشی بر عملکرد تحصیلی تأثیر بگذارد. مطالعه حاضر با هدف بررسی نقش میانجی خودنظمبخشی و خودکارآمدی تحصیلی در رابطه بین کمالگرایی و عملکرد تحصیلی دانشجویان انجام شد. جامعه آماری پژوهش حاضر کلیه دانشجویان دانشگاه بجنورد بود که با روش نمونهگیری خوشهای، نمونهای به حجم 351 نفر انتخاب گردید. ابزارهای پژوهش شامل پرسشنامه کمالگرایی اهواز (1378)، پرسشنامه خودنظمبخشی بوفارد (1995)، پرسشنامه خودکارآمدی تحصیلی مک ایلروی و بانتینگ (2002) بود و برای اندازهگیری عملکرد تحصیلی از معدل دانشجویان استفاده شد. دادههای جمعآوری شده از طریق الگویابی معادلات ساختاری و با استفاده از روش حداقل مجذورات جزئی (PLS-SEM) تحلیل شد. نتایج نشان داد که کمالگرایی بهطور غیرمستقیم و از طریق متغیرهای خودکارآمدی تحصیلی و خودنظمبخشی بر عملکرد تحصیلی اثر معنیداری داشت. مدل پیشنهادی دارای شاخصهای برازش مناسبی بود. مداخلات روانشناختی بر کمالگرایی میتواند تأثیرات مثبتی بر عملکرد تحصیلی داشته باشد. | ||
کلیدواژهها | ||
کمال گرایی؛ خودنظم بخشی؛ خودکارآمدی تحصیلی؛ عملکرد تحصیلی | ||
مراجع | ||
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