رابطه بین جهت‌گیری‌های هدف پیشرفت و بهزیستی تحصیلی: الگوی اثرات میانجیگر هیجانات پیشرفت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 کارشناسی ارشد روانشناسی تربیتی دانشگاه آزاد اسلامی، واحد تهران مرکز

2 استادیار گروه روان‌شناسی، دانشکده روان‌شناسی و علوم تربیتی دانشگاه شهید بهشتی

چکیده

پژوهش حاضر باهدف آزمون نقش میانجیگر هیجانات پیشرفت، در رابطه میان جهت‌گیری‌های هدف پیشرفت با بهزیستی تحصیلی انجام شد. تعداد 282 دانشجوی مقطع کارشناسی (142 پسر و 140 دختر) به پرسشنامه‌های هدف پیشرفت و هیجانات پیشرفت، فهرست مشغولیت تحصیلی و سیاهة فرسودگی تحصیلی پاسخ دادند. نتایج نشان داد که الگوی مفروض واسطه‌مندی کامل هیجانات پیشرفت مثبت و منفی در رابطه بین جهت‌گیری‌های هدف پیشرفت و بهزیستی تحصیلی برازش مطلوبی داشت. علاوه بر این، نتایج نشان داد که در هر دو مدل، واسطه‌مندی هیجانات پیشرفت مثبت و منفی، تمامی وزن‌های رگرسیونی ازلحاظ آماری معنی‌دار بودند و در مدل واسطه‌مندی هیجانات مثبت به ترتیب 42 و 40 درصد از پراکندگی مشغولیت تحصیلی و فرسودگی تحصیلی و در مدل واسطه‌مندی هیجانات منفی به ترتیب 39 و 63 درصد پراکندگی مشغولیت تحصیلی و فرسودگی تحصیلی تبیین شد. نتایج این پژوهش نشان می‌دهد که متغیر جهت‌گیری‌های هدف پیشرفت، فقط با فراخوانی تجارب هیجانی منفی و مثبت، توان لازم برای پیش‌بینی نشانگرهای بهزیستی تحصیلی در بین فراگیران را دارد.

کلیدواژه‌ها


عنوان مقاله [English]

Relationship between Achievement Goal Orientations and Academic Wellbeing: The Mediating Role of Achievement Emotions

نویسندگان [English]

  • Sara Hakami 1
  • Omid Shokri 2
چکیده [English]

This study examined the mediating effect of positive and negative achievement emotions on the relationship between achievement goal orientations and academic well-being. On a sample consisting of 282 students (142 male 140 female) were administrated the Achievement Emotion Questionnaire (AEQ), the Achievement Goal Questionnaire (AGQ) the School/University Burnout Inventory (SBI), and the Schoolwork Engagement Inventory (SEI). Results indicated that the relationship between achievement goal orientations and academic well-being by positive and negative achievement emotions is mediated. All of the regression weights in the both models were statistically significant and in the mediating model of positive achievement emotions, models' predictors accounted for 40% and 42% of the variance in academic engagement and academic burnout, and in the mediating model of negative achievement emotions, models' predictors accounted for 39% and 63% of the variance in academic engagement and academic burnout respectively. In sum, the results emphasizing on the mediating role of achievement emotions, show that achievement goal orientations only by achievement emotions can predict the indicators of academic well-being.

کلیدواژه‌ها [English]

  • Achievement goal orientations
  • Achievement emotions
  • Academic well-being
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