نوع مقاله : مقاله پژوهشی

نویسندگان

1 عضو هیئت علمی، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

2 دکتری تخصصی روانشناسی تربیتی، بخش آزمون سازی و روانسنجی، معاونت امور آزمون ها، سازمان سنجش آموزش کشور، تهران. ایران

3 کارشناسی ارشد روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران.

چکیده

پژوهش حاضر با هدف بررسی نقش جهت ­گیری هدف پیشرفت، منزلت هویت تحصیلی و کمک­ طلبی تحصیلی در پیش­بینی پایستگی تحصیلی انجام گرفت. روش پژوهش، توصیفی از نوع همبستگی بود. جامعه­ی آماری پژوهش را تمامی دانش ­آموزان پایه­ ی دوازدهم متوسطه­ی دوره ­ی دوّم شهر اردبیل در سال تحصیلی 1399-1398 تشکیل می­دادند که از میان آن­ها با استفاده از روش نمونه­گیری تصادفی خوشه ­ای، تعداد 375 نفر به­ عنوان نمونه انتخاب شدند. برای جم ­­آوری داده­ها از پرسشنامه­ ی جهت‌گیری هدف پیشرفت الیوت و مک گریگور (2001)، پرسشنامه ­ی منزلت هویت تحصیلی و از و ایزاکسون (2008)، پرسشنامه ­ی کمک طلبی تحصیلی رایان و پنتریچ (1997) و پرسشنامه ­ی پایستگی تحصیلی مارتین و مارش (2008) استفاده شد. برای تجزیه‌وتحلیل داده­ها از آزمون­های ضریب همبستگی پیرسون و تحلیل رگرسیون استفاده شد. یافته ­ها نشان داد که بین جهت­گیری هدف پیشرفت، منزلت هویت تحصیلی و کمک طلبی تحصیلی با پایستگی تحصیلی رابطه­ ی مثبت و معنی­داری وجود دارد. همچنین نتایج تحلیل رگرسیون آشکار کرد که 48 درصد از واریانس پایستگی تحصیلی بر اساس جهت­گیری هدف پیشرفت، منزلت هویت تحصیلی و کمک­طلبی تحصیلی قابل پیش­بینی می­باشد؛ بنابراین می­توان نتیجه گرفت که جهت­ گیری هدف پیشرفت، منزلت هویت تحصیلی و کمک ­طلبی تحصیلی از متغیرهای مرتبط با پایستگی تحصیلی می­ باشند.

کلیدواژه‌ها

عنوان مقاله [English]

The Role of Achievement Goal Orientation, Academic Identity status, and Academic Help Seeking in Predicting Academic Buoyancy

نویسندگان [English]

  • zahra Akhavi Samarein 1
  • Mahdi Akbari 2
  • Naghme Torabi 3

1 Faculty member, Counselling Department, Faculty of Education and Psychology, Mohaghegh Ardabili University, Ardabil, Iran.

2 PhD in Educational Psychology, Department of Testing and Psychometrics, Deputy of Exam Affairs, National Education Evaluation Organization, Tehran. Iran.

3 Master’s degree in Educational Psychology, Faculty of Education and Psychology, Mohaghegh Ardabili University, Ardabil, Iran

چکیده [English]

The aim of this study was to investigate the role of achievement goal orientation, academic identity status, and academic help seeking in predicting academic buoyancy. The research method was descriptive-correlational. The statistical population of the study consisted of all twelfth-grade high school students in Ardabil in the academic year 2019-2020, of whom 407 were selected using cluster random sampling method. To collect the data, Elliott and McGregor’s (2001) Achievement Goal Orientation Questionnaire, Waz and Isaacson’s (2008) Academic Identity Status Questionnaire, Ryan and Pentrich’s (1997) Academic Help Seeking Questionnaire, and Martin and Marsh’s (2008) Academic Buoyancy Questionnaire were used. Pearson correlation coefficient and regression analysis were used to analyze the data. Findings showed a positive and significant relationship of achievement goal orientation, academic identity status and academic help seeking with academic buoyancy. The results of regression analysis also revealed that 48% of the variance of academic buoyancy can be predicted based on achievement goal orientation, academic identity status, and academic help seeking. Therefore, it can be concluded that achievement goal orientation, academic identity status, and academic help seeking are variables related to academic buoyancy.

کلیدواژه‌ها [English]

  • Achievement Goal Orientation
  • Academic Identity
  • Academic Help Seeking
  • Academic Buoyancy
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