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حمیدی, فریده, ببرازی, محمدباقر. (1395). بررسی رابطه‌ی ویژگی‌های شخصیتی و اهداف پیشرفت با اضطراب امتحان. فناوری آموزش, 10(3), 219-233. doi: 10.22061/tej.2016.540
فریده حمیدی; محمدباقر ببرازی. "بررسی رابطه‌ی ویژگی‌های شخصیتی و اهداف پیشرفت با اضطراب امتحان". فناوری آموزش, 10, 3, 1395, 219-233. doi: 10.22061/tej.2016.540
حمیدی, فریده, ببرازی, محمدباقر. (1395). 'بررسی رابطه‌ی ویژگی‌های شخصیتی و اهداف پیشرفت با اضطراب امتحان', فناوری آموزش, 10(3), pp. 219-233. doi: 10.22061/tej.2016.540
حمیدی, فریده, ببرازی, محمدباقر. بررسی رابطه‌ی ویژگی‌های شخصیتی و اهداف پیشرفت با اضطراب امتحان. فناوری آموزش, 1395; 10(3): 219-233. doi: 10.22061/tej.2016.540

بررسی رابطه‌ی ویژگی‌های شخصیتی و اهداف پیشرفت با اضطراب امتحان

فناوری آموزش
مقاله 5، دوره 10، شماره 3 - شماره پیاپی 39، تیر 1395، صفحه 219-233    اصل مقاله (1.43 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2016.540
نویسندگان
فریده حمیدی* 1؛ محمدباقر ببرازی2
1روانشناسی، گروه علوم تربیتی دانشگاه تربیت دبیر شهید رجایی تهران، تهران، ایران
2روانشناسی تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجایی تهران، تهران، ایران
تاریخ دریافت: 12 اردیبهشت 1394،  تاریخ بازنگری: 08 آذر 1395،  تاریخ پذیرش: 06 دی 1394 
چکیده
هدف این پژوهش بررسی رابطۀ ویژگی‌های شخصیتی و اهداف پیشرفت با اضطراب امتحان و همچنین پیش‌بینی اضطراب امتحان، بر اساس ویژگی‌های شخصیتی و اهداف پیشرفت دانش­آموزان بود. روش پژوهش، توصیفی و از نوع همبستگی است. جامعه­ی آماری این پژوهش شامل همه­ی دانش­آموزان سوم و چهارم دبیرستان‌های شهر محمدیه واقع در استان قزوین بود که در سال تحصیلی 93-1392 مشغول به تحصیل بودند و تعداد آن‌ها 1738 نفر بود. نمونه­ی مورد مطالعه شامل 400 نفر (200 دانش‌آموز دختر و200 دانش‌آموز پسر) بود که از بین جامعه­ی آماری انتخاب شد. روش نمونه‌گیری به صورت تصادفی خوشه‌ای انجام شد. ابزار این پژوهش پرسشنامه‌های اضطراب امتحان اسپیل‌برگر، ویژگی‌های شخصیتی نئو و اهداف پیشرفت مید‌‌گلی و همکاران، بود. برای تجزیه و تحلیل داده‌ها، از ضریب همبستگی تفکیکی و رگرسیون همزمان استفاده شد. نتایج نشان داد که بین متغیرهای مستقل روان رنجوری (316/0=r) و اهداف عملکردگریز (224/0=r) با اضطراب امتحان همبستگی مثبت و معنادار وجود دارد. بین متغیرهای مستقل مسئولیت­پذیری (133/0-=r) و اهداف تبحری (157/0-=r) با اضطراب امتحان رابطه­ی منفی و معنادار وجود دارد و بر اساس ویژگی‌های شخصیتی و اهداف پیشرفت می­توان 8/28 درصد نمره­ی اضطراب امتحان را پیش­بینی کرد. 
کلیدواژه‌ها
اضطراب امتحان؛ ویژگی‌های شخصیتی؛ اهداف پیشرفت
موضوعات
روانشناسی فناوری آموزش
عنوان مقاله [English]
Analyzing the relationship between personality traits and achievement goal with test anxiety
نویسندگان [English]
F. Hamidi1؛ M. Babrazi2
1Psychology, Department of Educational Sciences Shahid Rajaee Teacher Training University (SRTTU). Tehran. Iran
2Educational Psychology, Faculty of Humanities, Tarbiat Dabir Shahid Rajaei University, Tehran, Tehran, Iran
چکیده [English]
The purpose of this research was to investigate the relationship between personality traits and achievement goals with test anxiety and also prediction of test anxiety, based on the personality traits and achievement goals of students. The research method was descriptive and correlational. The population of this research was all students in the third and fourth grade in Mohammadiyeh high schools in Qazvin Province, that were enrolled in the academic year 1392-93. The population number was 1738 students. The studied sample was 400 students (200 girls and 200 boys) who were selected from the population. Sampling was to form of clustered random. Research tools were Spielberger Test Anxiety Inventory, NEO personality traits and achievement goals from Midgley et al. For data analysis the partial correlation coefficient and regression, were used. The results showed that  there is a positive and meaningful relation between the independent variables neuroticism (r=0.316) and performance avoiding goals (r=0.224). There is a negative and significant relation between the independent variables Conscientiousness (r=-0.133) and mastery goals (r=-0.157) with test anxiety, based on the personality traits and achievement goals can be predicted 28.8% of test anxiety scores.
کلیدواژه‌ها [English]
test anxiety, personality traits, achievement goals
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