پیش بینی پیشرفت تحصیلی بر اساس ویژگی شخصیتی عزم با توجه به نقش میانجی گری جهت گیری هدف در میان دانشجویان کارشناسی ارشد دانشگاه شیراز

نوع مقاله: مقاله پژوهشی

نویسندگان

1 کارشناس ارشد روانشناسی تربیتی، دانشگاه علامه طباطبایی تهران، تهران، ایران

2 استاد گروه روانشناسی تربیتی، دانشگاه شیراز، شیراز، ایران.

3 کارشناس ارشد روانشناسی صنعتی و سازمانی، مؤسسه روشن اندیشان مهر، اهواز، ، ایران

4 کارشناس ارشد روانشناسی آموزش کودکان استثنایی، دانشگاه تهران، تهران، ایران.

5 کارشناس ارشد روانشناسی تربیتی، دانشگاه شیراز، شیراز، ایران.

6 کارشناس ارشد روانشناسی تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.

چکیده

هدف پژوهش حاضر پیش بینی پیشرفت تحصیلی بر اساس ویژگی شخصیتی «عزم» با توجه به نقش واسطه ای جهت گیری هدف بود. شرکت‌کنندگان پژوهش 356 دانشجو (177 دختر و 179 پسر) از دانشکده های مختلف در مقطع کارشناسی ارشد دانشگاه شیراز بوده اند که به شیوه ی تصادفی طبقه ای انتخاب شدند. شرکت‌کنندگان مقیاس 12 گویه‌ای "عزم" داکورس و کوئین و مقیاس 24 گویه ای جهت گیری هدف الیوت و مک گریگور را تکمیل کردند. تحلیل یافته ها با استفاده از همبستگی پیرسون و رگرسیون چندگانه به صورت سلسله مراتبی همزمان مطابق با مراحل بارون و کنی برای تحلیل مسیر انجام پذیرفت. علاوه بر مراحل مذکور برای بررسی برازندگی نتایج مدل تحلیل مسیر پژوهش از نرم افزار لیزرل (ویرایش 5/8) استفاده شد. نتایج نشان می‌دهند که بین ویژگی "عزم" و جهت گیری‌های گرایشی (چه عملکردی و چه تسلطی) رابطه ی مثبت و معناداری وجود دارد و با جهت گیری‌های اجتنابی (چه عملکردی و چه تسلطی) رابطه ی معناداری وجود ندارد. نقش واسطه ای جهت گیری‌های هدف گرایشی (چه عملکردی و چه تسلطی) در پیش بینی پیشرفت تحصیلی بر اساس ویژگی شخصیتی "عزم" تأیید شد.

کلیدواژه‌ها


عنوان مقاله [English]

Predicting Academic Achievement Based on Grit as a Personality Trait with Mediating Role of Goal Orientation Among MA Students of Shiraz University

نویسندگان [English]

  • Alireza Sharifi Ardani 1
  • Mohammad Khayyer 2
  • Davood Hayati 3
  • Ahmad Sharifi Ardani 4
  • Jafar Raeisi 5
  • Alireza Rouhi 6
1 MA in educational psychology, University of Allame Tehran, Tehran, Iran.
2 Assistant professor of department of psychology, Shiraz University, Shiraz, Iran.
3 MA in industrial and organizational psychology, Roshan Andishan e Mehr institute, Ahvaz, Iran.
4 MA in training of psychology of exceptional children, Tehran University, Tehran, Iran.
5 MA in Educational Psychology, Shiraz University, shiraz, Iran.
6 MA in educational psychology, University of Allame Tabatabaei, Tehran, Iran.
چکیده [English]

The purpose of this study was to predict academic achievement based on Grit as a personality trait, through mediating role of goal orientation. Participants of current study included 356 MA students (177 girls and 179 boys) of University of Shiraz and were chosen by stratified random sampling method. They filled 12-item scale of Grit and 24-item scale of goal orientation (AGQ). Data analysis was done by using Pearson correlation and hierarchical multiple regression based on Baron and Kenny (1986) procedure. To evaluate the fitness of proposed model LISREL -8/80 was utilized. Results indicated a significant positive relationship between Grit with achievement and approach goal orientation (both performance and mastery), also there was no significant relationship between Grit and avoidance goal orientations (both performance and mastery). Meditative role of the approach goal orientation (both performance and mastery) was confirmed to predict academic achievement.

کلیدواژه‌ها [English]

  • personality traits Grit
  • goal orientation
  • academic achievement
  • Students
Ames, C 1992, Classrooms: Goals, structures, and student motivation, Journal of Educational Psychology, Vol.84, Pp.261–271.
Baron, R.M, Kenny, D.A 1986, The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations, Journal of Personality & Social Psychology, Vol.51,Pp. 1173-1182.
Barrick, M.R, Mount, M.K 1991, The big five personality dimensions and job performance: a meta- analysis, Personal Psychology, Vol.44,Pp. 1-26.
Bouffard, T 1998, A Developmental Study of the Relation between Combined Learning and Performance Goals and Students’ Self-Regulated Learning, British Journal of Educational Psychology, Vol. 68,Pp. 309-319.
Chan, D, Tesluk, P.E 2000, Affective disposition and personality correlates of goal orientation, Paper presented at the 15th annual conference of the society for industrial/ organizational psychology, New Orleans, L.A.
Church, M.A, Elliot, A.J, Gable, S.L 2001, Perceptions of classroom environment, achievement goals, and achievement outcomes, Journal of Educational Psychology, Vol.93,Pp. 43–54.
Dorros, S, Hanzal A, Segrina, Ch 2008, The big five personality traits and perceptions of touch to intimate and nonintimate body regions, Journal of Research in Personality, Vol.42,Pp. 1067-1073.
Duckworth, A.L, Quinn, P.D 2009, Development and validation of the Short Grit Scale (GRIT–S), Journal of Personality Assessment, Vol. 91, No.2, Pp.21-29.
Duckworth, A.L, Seligman, M.E.P 2005, Self-discipline outdoes IQ predicting academic performance in adolescents, Psychological Science, Vol.16,Pp. 939-944.
Duckworth, A.L, Peterson, C, Matthews, M.D, et al 2007, Grit: Perseverance and passion for long-term goals, Personality Processes and Individual Differences, Vol.92, No.6, Pp. 1087.
Elliot, A. J 1999, Approach and avoidance motivation and achievement goals, Educational Psychologist, Vol.34,Pp. 169–189.
Elliot, A. J, Church, M.A 1997, A hierarchical model of approach and avoidance achievement motivation, Journal of Personality and Social Psychology, Vol.72,Pp. 218–232.
Elliot, A.J, Harackiewicz, J.M 1996, Approach and avoidance achievement goals and intrinsic motivation: A meditational analysis, Journal of Personality and Social Psychology, Vol.70, Pp.461–475.
Elliot, A.J, McGregor, H 1998, Test anxiety and the hierarchical model of approach and avoidance achievement motivation, Journal of Personality and Social Psychology, Vol.70,Pp. 968–980.
Elliot, A.J, McGregor, H.A 2001, A 2x2 achievement goal framework, Journal of Personality and Social Psychology, Vol.80, Pp.501–519.
Elliot, A. J, McGregor, H, Gable, S 1999, Achievement goals, study strategies, and exam performance: A meditational analysis, Journal of Experimental Social Psychology, Vol.91, Pp.549–563.
Felissa K. L, Sheldon, K. M, Turban, B. D 2003, Personality and the Goal-Striving Process: The Influence of Achievement Goal Patterns, Goal Level, and Mental Focus on Performance and Enjoyment, Journal of Applied Psychology, Vol. 88,Pp. 256–265.
Gitter, A 2008, Grit, self- control and the fear of failure, Journal of Personality and Social Psychology, Vol.50, No.5, pp. 1039-1044.
Hancock, P.A, Szalma, J.L 2008, Stress and Performance, In Hancock, P.A. & Szalma (Eds.), Performance Under Stress, Cornwall: MPG Books.
Harackiewicz, J. M, Barron, K. E, Carter, S. M, et al 1997, Predictors and consequences of achievement goals in the college classroom: Maintaining interest and making the grade, Journal of Personality & Social Psychology, Vol.73, No.6,Pp. 1284–1295.
Harackiewicz, J.M, Barron, K. E, Pintrich, P. R, et al 2002, Revision of achievement goal theory: Necessary and illuminating, Journal of Educational Psychology, Vol.94, No. 3,Pp. 638–645.
Hosseini, F, Latifian, M 2009, Predicting goal orientation through big five personality, Journal of Psychological Studies, Vol.1,No. 5,Pp. 74-94. [in Persian].
Kemmelmeier, M, Danielson, C, Bastten, J 2005, What’s in a grade? Academic success and political orientation. Personality and Social Psychology Bulletin, Vol.31, pp.1386-1399.
Linnenbrink-Garcia, L, Tyson, D.F, Patall, E.A 2008, When are achievement goal orientations beneficial for academic achievement? A closer look at moderating factors, International Review of Social Psychology, Vol.21, Pp.19–70.
McKinney, A.P, Carlson, K.D 2002, “The Incremental Contribution of Trait Goal Orientation in Explaining Performance Variability.” Paper presented at the Society of Industrial and Organizational Psychology Annual Meeting, Toronto, CA.
Mowen, J.C 2000, The 3M model of motivation and personality: theory and empirical applications to consumer behavior, Boston, Kluwer.
Pintrich, P. R 2000, The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner, (Eds.), Handbook of self-regulation: Theory, research, and
applications (pp. 451–502). San Diego, CA: Academic Press.
Pintrich, P.R, Schunk, D. H, 2002, Motivation in education: Theory, research, and applications (2nd Ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
Sharifi Ardany,A, (in pub). Predicting academic achievement based on ambition as a personality characteristic, considering the mediating role of goal orientation, Quarterly of educational psychology. (persian).
Skaalvik, E 1997, Self-enhancing and self-defeating ego orientation: Relations with task and
avoidance orientation, achievement, self-perceptions, and anxiety, Journal of Educational
Psychology, Vol.89, Pp.71–81.
Wang, M, Erdhiem, J 2007, Does the five factor model of personality relate to goal orientation? Personality and Individual Differences,Vol. 43, pp. 1493- 1505.
Wentzel, K. R, Wigfield, A 2009, (Eds.), Handbook of Motivation at School (Eds.), (pp. 643–691). Uk : Routledge.
Wilson, L. C, Rholes, W.S, Simpson, J.A, et al 2007, Labor, delivery, and early parenthood: An attachment theory perspective. Personality and Social Psychology Bulletin, Vol.33, No. 1, pp. 505-518.
Zweig, D & webester, J 2004, What are we examining? An examination of the relationship between the big- five personality traits, goal orientation, and performance intention. Personality and Individual Differences, Vol. 36, pp. 1693-1708.