رابطه خودارزیابی مرکزی و خودناتوان‌سازی تحصیلی با واسطه هیجان‌های تحصیلی: مدل‌یابی ساختاری

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روان­شناسی، دانشگاه شیراز

2 دانشیار رشته روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان­شناسی، دانشگاه شیراز

3 استاد رشته روان‌شناسی تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شیراز

4 دانشیار رشته روان‌شناسی تربیتی/ دانشکده علوم تربیتی و روانشناسی/دانشگاه شیراز

چکیده

هدف پژوهش حاضر بررسی رابطه خودارزیابی مرکزی و خودناتوان‌سازی تحصیلی با واسطه‌ی هیجان‌های تحصیلی بود. روش پژوهش، توصیفی- همبستگی و از نوع مدل‌یابی معادلات ساختاری بود. جامعه آماری شامل کلیه دانشجویان سال اول مقطع کارشناسی دانشگاه شیراز در سال تحصیلی 99-98 بودند که از بین آن‌ها 315 نفر با استفاده از روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزارهای پژوهش، مقیاس خودارزیابی مرکزی (جاج و دیگران، 2003)، پرسشنامه هیجان‌های تحصیلی پکران و دیگرانو مقیاس خودناتوان‌سازی تحصیلیشوینگر و استینسمیر-پلستر بود. تحلیل داده‌ها با استفاده از  مدل­یابی معادلات ساختاری نشانگر تأثیر مستقیم خودارزیابی مرکزی بر خودناتوان‌سازی تحصیلی، خودارزیابی مرکزی بر هیجان‌های تحصیلی و هیجان‌های تحصیلی بر خودناتوان‌سازی تحصیلی  بود و همچنین، خودارزیابی مرکزی با واسطه هیجان‌های تحصیلی، خودناتوان‌سازی تحصیلی را پیش‌بینی می‌کند. مطابق با نتایج پژوهش حاضر، ارتقاء سطح عزت‌نفس، خودکارآمدی و منبع کنترل دورنی ، احساس خودارزشی را به همراه دارد و زمینه‌ساز تجربه بیشتر هیجان‌های مثبت امید و غرور است که همین امر تمایل به استفاده از راهبرد خودناتوان‌سازی تحصیلی را کاهش می‌دهد.

کلیدواژه‌ها


عنوان مقاله [English]

Relationship between Core Self-Evaluation and Academic Self-Handicapping by Mediation of Academic Emotions: Structural Equation Modeling

نویسندگان [English]

  • Neda Sabzi 1
  • Masoud Masoud Hossein Chari 2
  • Bahram Jowkar 3
  • Farhad khormaee 4
1 Ph.D. Student, Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University
2 PhD, Associate Professor, Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University
3 PhD, Professor, Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University
4 PhD, Associate Professor, Educational Psychology, Faculty of Educational Sciences and Psychology, Shiraz University
چکیده [English]

The aim of present study was to investigate the relationship between core self-evaluation and academic self-handicapping through mediating of academic emotions.The research was conducted with a correlational method and structural equation modeling.The study population consisted of first year undergraduate students of Shiraz University in the academic year of 2019-2020. Using, multistage cluster sampling 315 subjects were selected.The research instruments were core self-evaluation scale by Judge et al, Pekrun et al academic emotions questionnaire and self-handicapping scale by Schwinger and Stiensmeier-Pelster. Data were analyzed by  structural equation modeling. Results indicated direct effects of core self-evaluation on academic self-handicapping, core self-evaluation on academic emotions and academic emotions on academic self-handicapping (P=0/05). In addition, core self-evaluation predicted academic self-handicapping indirectly and through academic emotions. Consequently, improving self-esteem, self-efficacy and internal locus of control is  central to self-value and provides the basis for experiencing more positive emotions such as hope and pride, which reduces the tendency to use the strategy of academic self-handicapping.

کلیدواژه‌ها [English]

  • core self-evaluation
  • academic emotions
  • academic self-handicapping
منابع
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