پیش بینی خودکار آمدی تحصیلی بر اساس سبک‌های اسناد و سرسختی روانشناختی با میانجیگری خود پنداره تحصیلی در دانش آموزان متوسطه دوم شهرستان کنگاور

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی تربیتی دانشگاه آزاداسلامی ،واحدزنجان،زنجان،ایران

2 عضو هیأت علمی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه آزاداسلامی، واحدزنجان، زنجان، ایران.

چکیده

اشخاصی که خودشان را به عنوان افراد خودکارامدی ادراک می کنند، زمان و تلاش بیشتری در انجام کار یا فعالیتهای انجام می دهند و پایداری بیشتری در مواجهه و روبه رویی با مشکلات از خود نشان می دهند و به نظر می رسد که تاب آوری بیشتری در مواجهه با چالش هایشان دارند و موفقیت بیشتری کسب کرده و در ابعاد متفاوت پیشرفت و موفقیت به دست می آورند. پژوهش حاضر، تعیین پیش بینی خودکار آمدی تحصیلی بر اساس سبک­های اسناد و سرسختی روانشناختی با میانجیگری خود پنداره تحصیلی در دانش آموزان متوسطه 2 کنگاور بود.
پژوهش، همبستگی، و جامعه آماری، شامل تمامی دانش آموزان دختر و پسر دوره متوسطه دوم شهر کنگاور بود. از کلیه دانش آموزان  330 نفر از آنها به عنوان نمونه آماری انتخاب شدند.حجم نمونه بر اساس فرمول کوکران و روش نمونه گیری روش طبقه­ای­ نسبتی بود.  ابزار پژوهش پرسشنامه خودکارآمدی تحصیلی میجلی و همکاران (2000)، پرسشنامه سبک­های اسنادی سلیگمن و همکاران(1983)، مقیاس خودپنداره تحصیلی یسن چن (2004)، پرسشنامه سرسختی روانشناختی اهواز(1377) بود.
نتایج نشان داد که سبک اسناد و سرسختی به صورت مستقیم قدرت پیش بینی خودکارامدی تحصیلی را دارند. خود پنداره تحصیلی به طور سهمی نقش واسطه ای بین خودکارامدی و سبک های اسناد دارد اما نقش واسطه ای خودپنداره تحصیلی بین اسناد درونی منفی و پایدار مثبت  با خودکارامدی تحصیلی تأیید نگردید. مدل مفهومی پژوهش با داده های گرد آوری شده برازش مناسبی دارد و در سطح5 0/0 معنادار و مورد تأیید می باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Predicting academic self-efficacy based on attributional style and hardiness with the Meditation of academic self-concept in second grade students in Kangawer

نویسندگان [English]

  • pari karami moghadam 1
  • Gholam Hossein Entesar Fomani 2
  • Masoud Hejazi 2
1 Ph.D. Student of Educational Psychology, Islamic Azad University, Zanjan Branch, Iran
2 Faculty Member, department of psychology and Educational Science, Zanjan Branch, Islamic Azad University, Zanjan, Iran.
چکیده [English]

Individuals who perceive themselves as self-efficacious individuals make more time and effort in carrying out their work or activities, and exhibit greater sustainability in dealing with problems, and appear to be more exposed to confrontation they have more challenges and more success and achieve success in different dimensions. Aim of this research was predicting academic self-efficacy Based on attributional style and hardiness with the Meditation of academic self-concept in secondary school students of Kangawer. The research method was descriptive and the design was correlation of the kind of structural equation modeling. The statistical population consisted of all secondary school students of Kangawer in 1396-97 academic years and 330 of whom were selected through stratified random sampling and cocranꞌs formula. Data was collected by academic Self-efficacy of Mijili and colleagues Questionnaire (2000), attributional style Seligman et al. (1983) Questionnaire, academic Self-Concept Yessen Chen's Questionnaire (2004) and Psychological Hardiness of Ahwaz Questionnaire (1377).  The data were statistically analyzed using AMOS. The result showed that attributional style and hardiness directly predictive of academic self-efficacy. Academic self-concept has partially mediating role among academic self-efficacy and attributional style but not verified mediating role among academic self-efficacy and Negative Internal and lasting Positive attributional style. The result showed that the research conceptual model fits the collected data and the path coefficient between variables is significant at a level of 0.05.

کلیدواژه‌ها [English]

  • self-efficacy
  • Attributional Style
  • hardiness
  • self-concept
Agba Yoboué Kouadio M 2017, Why they succeed or fail: self-concept and attributional styles of Ivorian secondary school English as a Foreign Language (EFL) learners, International Education and Research Journal, Vol 3, No.6, pp.11-21.

Ahmadi Dehagi M, Heidari H 2016, Self-efficacy prediction based on family communication patterns and psychological hardiness of students at Islamic Azad University of Khomeini Shahr, International Congress on Community Behavioral Studies and a Healthy Lifestyle, Pp. 12-20. [In Persian]

Bailey Brittany A, Andrzejewski Sophia K et al 2018, The Role of Executive Functioning and Academic Achievement in the Academic Self-Concept of Children and Adolescents Referred for Neuropsychological Assessment, Vol.5, No.83, doi:10.3390/children5070083.

Bandura A 1997, Self-efficacy: The exercise of control. New York: Freeman.

Bandura A 2012, On the functional properties of perceived self- efficacyrevisited, Journal of Management, Vol.38, No.1, Pp 9- 44.

Bergeya Bradley W, Parrilab Rauno, K et al 2019, Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties, Contemporary Educational Psychology, Vol.56, Pp.25–39.

Bigdeli, H, Madady A 1392, Studying the Relationship between Self-efficacy and Documentary Styles in Students. Allameh University, Quarterly Journal of Educational Psychology, Vol.9, No.29, pp. 47-68. [In Persian]

Britner SL, Pajares F 2006, Sources of science self-efficacy beliefs of middle school students, Journal of Research in Science Teaching, Vol.43, No.5, Pp485–499.

Caprara GV, Vecchione M et al 2011, The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study, British Journal of Educational Psychology, Vol.81, No.1, Pp.78–96.

Cassidy S 2015, Resilience building in students: the role of academic self-efficacy, Frontiers in Psychology, Vol.6, Pp.1–14.

Cattelinoa E, Morellia M, et al 2019, From external regulation to school achievement: The mediation of selfefficacy at school, Journal of Applied Developmental Psychology, Vol.60, Pp.127–133.

da Silva1 R M, Goulart CT et al 2014, Hardy personality and burnout syndrome among nursing students in three Brazilian universities an analytic study.BMC Nursing 2014 13:9, Available online at www.biomedcentral.com/1472-6955/13/9.

Desideri L, Ottaviani C et al 2018, Mind wandering, together with test anxiety and self-efficacy, predicts student’s academic selfconcept but not reading comprehension skills, British Journal of Educational Psychology, www.wileyonlinelibrary.com.

Dockx J, Fraine B et al 2019, Tracks as frames of reference for academic self-concept, Journal of School Psychology. Vol.72, Pp.67-90.

Ebrahimi Moghadam H, Malmir T 2015, Predict the sense of self-efficacy and life satisfaction based on documentary styles. The first scientific-research congress of the research and development of education and psychology, sociology and social science of Iran, Tehran, the scientific association for the development and promotion of basic sciences and techniques. [In Persian]

Feldman DB, Kubota M 2015, Hope, self - efficacy, optimism, and academic achievement: Distinguishing constructs and levels of specificity in predicting college grade-point average, Learning and Individual Differences, Vol.37, Pp.210-216.

Ferla J, Valcke M et al 2009, Academic self-efficacy and academic self-concept: Reconsidering structural relationships, Learning and Individual Differences, Vol.19, Pp.499– 505.

Ghanbari A, Shayesteh H et al 2016, Predict mental health and self-efficacy based on students' documentary styles, The 2nd National Conference on Advanced Studies and Research in the field of Iranian Educational Sciences and Psychology. [In Persian]

Ghodrati Mirkouhi M, Rahimian Booger E 2016, Self-efficacy prediction of type II diabetes management based on hardiness and strategies for coping with stress in patients with diabetes, Journal of Qazvin University of Medical Sciences, Vol.20, No.4, pp. 87. [In Persian]

Girli A, Öztürk, H 2017, Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept, Published in iejee, Vol.10, No.1, Pp.93-102.

Gore, P, A 2006, Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies, Journal of Career Assessment, Vol.14, Pp.92–115.

Hashemi H, Ahadi H et al 2017, Relationship between psychological hardiness and self-efficacy in patients with type 2 diabetes: The mediating role of self-esteem and social support.using structural equation modeling, European Online Journal of Natural and Social Sciences, Vol.6, No.2 pp. 273-287

Jing 2013, Study on the Correlation between Self-efficacy, Attributional Styles and Middle School Students’ Chemistry Achievement, Research of Modern Basic Education. Pp.1-20.

Kahe M, Vameghi R, Foroughan M, Bakhshi E, Bakhtyari V. [The Relationships Between Self-Concept and Self- Efficacy With Self-Management Among Elderly of Sanatoriums in Tehran (Persian)]. Iranian Journal of Ageing. 2018; 13(1):28- 37.

Kang YN, Chang CH et al 2019, Development of a short and universal learning self-efficacy scale for clinical skills, PLoS ONE, Vol.14, No.1, E0209155.

Kumar K, Arun 2015, Impact of Psychological Hardiness and Self-Efficacy on Career Orientation of Female College Students, International Journal of Social Science and Humanities, Vol. 4, No.3, Pp.592-595.

Michaeli N, Afrouz Gh et al 2012, Relationship between self-concept and academic burnout with academic performance of female students. School Psychology Magazine, vol.1, No.4, Pp, 90-103. [In Persian]

Mirkhani P, Bagherian F et al 2014, Mediator views self-efficacy beliefs about personality traits and documentary style, Quarterly Journal of Applied Psychology, vol.8, no.3, pp. 57-77. [In Persian]

Moein L, Jokar T 2014, Relationship between psychological hardiness and self-concept with self-efficacy among deaf students in Shiraz. Master's Thesis, Islamic Azad University of Marvdasht Branch, Faculty of Education and Psychology. [In Persian]

Nasiri T 2016, Evaluation of the Relationship between Hardiness and Self-Efficacy with Job Satisfaction of High School Teachers in the County of Shahriar, International Journal of Humanities and Cultural Studies, ISSN 2356-5926. http://www.ijhcs.com/index.php/ijhcs/index.

Nowruzi B 2015, Investigating the Relationship between Alive Document Styles and Self-Concept with Academic Achievement, Second National Conference on Sustainable Development in Educational Sciences and Psychology, Social and Cultural Studies. [In Persian]

Roebke P, Vadhan NP et al 2014, Verbal learning in marijuana users seeking treatment: a comparison between depressed and non-depressed samples. Am J Drug Alcohol Abuse, Vol.40, Pp.274-9.

Sagone E, Elvira, D et al 2014, Locus of control and academic self-efficacy in university students: the effects of Self-concepts, Elisabetta Sagone and Maria Elvira De Caroli / Procedia - Social and Behavioral Sciences, Vol.114, Pp.222 – 228.

Salmani S, Motaharinezhad M et al 2017, Self-Efficacy, Achievement Motivation, and Academic Progress of Students with Learning Disabilities: A Comparison with Typical Students, Middle East J Rehabil Health, Vol.4, No.2.

Schöbera Ch, Schüttea K et al 2018, Reciprocal effects between self-efficacy and achievement in mathematics and reading,Learning and Individual Differences, Vol.63, Pp.1-11.

Sharma H, Nasa G 2014, Academic self-efficacy: A relible predictor of educational performances, British Journal of Education, Vol.2, No.3, pp. 57-64.

Shirini Lord N 2015, The relationship between emotional intelligence and self-efficacy with psychological hardiness among high school students in control schools in Rasht, The first international congress of comprehensive psychology of Iran, Tehran, Center for Development Conferences of Iran. [In Persian]

Shokoohifard S, Hamid N, et al 2013, The effect of hardiness training on quality of life of teacher training female students, Knowledge &Research in Applied Psychology, Vol.14, No.2, Pp.14-25.

Sin Man Ng, Tatia MC et al 2019, The mediating role of hardiness in the relationship between perceived loneliness and depressive symptoms among older, Aging & Mental Health, DOI: 10.1080/13607863.2018.1550629.

Tavousi N 2015, The Effectiveness of Progressive Relaxation Training on Daily Hassles: Moderating Role of Hardiness and Self-esteem: Procedia, Social and Behavioral Sciences, Vol.190 Pp.54 – 60.

Teimuri S, Khakpour M, et al 2015, Rough relationship to self-efficacy and personal control in patients with breast cancer, Journal of Torbat Heydarieh University of Medical Sciences, vol.3, No.1, Pp.5-43. [In Persian]

Tsang SK, Hui EK et al 2012, Self-efficacy as a positive youth development construct: a conceptual review, Scientific World Journal, 2012:452327, doi: 10.1100/2012/452327. [PubMed: 22645423].

Vinothkumar M, Vindya Kousalya R 2016, Moderating Roles of Hardiness and Self-Efficacy in the Relationship between Flow and Academic Procrastination on Academic Performance: A Structural Equation Model Approach, The International Journal of Indian Psychology, Vol.3, No.3.

Weiner B 2010, The development of an attribution-based theory of motivation: A history of ideas, Educational Psychologist, Vol.45, No.1, Pp.28- 36.

Yeo LS, Tan K 2012, Attributional Style and Self-Efficacy in Singaporean Adolescent, Australian Journal of Guidance and Counselling, Vol.22, No.1, Pp.82-101.