نقش واسطه ای جهت گیری هدف پیشرفت در رابطه خودارزشیابی مرکزی و ‏عملکرد تحصیلی فیزیک

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشد روان شناسی تربیتی، دانشگاه سمنان، سمنان، ایران.

2 دانشیار گروه روانشناسی تربیتی، دانشکده روان شناسی و علوم تربیتی، دانشگاه سمنان

3 گروه روان شناسی بالینی، دانشکده روان شناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران

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.‏

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