دانشگاه تربیت دبیر شهید رجائی

  اخبار و اعلانات

 آمار

تعداد نشریات13
تعداد شماره‌ها200
تعداد مقالات2,008
تعداد مشاهده مقاله2,680,152
تعداد دریافت فایل اصل مقاله1,937,353
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
مراجع

[1]

Huberty, T. J, Test and performance anxiety. Principal Leadership, Vol 10, No 1, pp 12–16, (2009).

[2]

Lazarus, M.G., & Kerres,A. (1990). Anxiety in context of cognition semantic process/Arch – Psycol – Frankf, (1990).

[3]

Sieber, J.E, Defining test anxiety: problems and approaches. In: Sarason, I.G. (Ed.), Test Anxiety: Theory, Research and Applications. Lawrence Erlbaum Asssociates, Hillsdale, NJ, (1980).

[4]

Sarason, I. G., Anxiety, self- preoccupation and attention. Anxiety research. An international journal, 1, 3- 8. (1988).

[5]

Liebert, R. & Morris, L. W, cognition and emotional components of test anxiety. Psychologycal reports, Vol 20, No. 3, pp. 975- 979, (1967).

[6]

Spilberger, C. D., Preliminary professional manual for the test anxiety inventory. Palo alto, CA: consulting psychologist press, (1980).
[7]
Hagh shenas, H, bahrebardar, MJ, Rahman setayesh, Z, Trial reducing test anxiety in a group of high school adolescents, Iranian Journal of Psychiatry and Clinical Psychology, Vol. 15, No. 1, pp. 69 -63,(2009).
[8]
Wine, J. D., Cognitive- intentional theory of test anxiety. In I.G. Sarason (Ed.), test anxiety: theory, research and applications. Hillsdale, N J: Lawrence Erlbaum, (1980).
[9]
Abolqasemi, A.; Mehrabizade honarmand, M; Kyamersy, azar, Dortaj, F, Comparison of the performance of both methodological and logical test anxiety reduction and improved emotional functioning in school, modern ideas of Education, Faculty of Education and Psychology, University of alzahra, period 2, No. 1, 2, pp. 123-137, (2006) [In Persian].
[10]
Schultz, Devon, Schultz, Sydney Ellen , Theories of personality, translated by yahya SydMohammadi, Tehran, Institute publication, edition, third printing, (2000).
[11]
Makvand Hosseini, SH; aZadflah, P; Rasulzadeh Tabatabai, K., ghnnadiyan Ladani, H. (2007). Patterns of brain electrical activity in response to emotional stimuli due to personality traits of extroversion and neuroticism, Quarterly Journal of Psychology, University of Tabriz, second year, Vol. 29, No. 4, pp. 738-42, (2007) [In Persian].
[12]
Matthews, G. & Gilliland, K, The personality theories of H. J. eysenck & J. A. Gray: a comparative review, personality and individual differences, Vol26, No 4, pp 583-626, (1999).
[13]
Sharifi, Hassan Pasha (2004). The relationship between creativity and personality traits of high school students in Tehran, Quarterly Educational Innovations, Vol. 3 , No. 7, pp. 11-33,(2004) [In Persian].
[14]
Costa, P. T & McCra, R.R, Domains and facets: hierarchical personality assessment using the revised NEW personality inventory. Journal of personality assessment. Vol. 64, No. 1, pp. 21- 50, (1995).   
[15]
Nazarboland, N; Azadflah, P; Fathi-Ashtiani, A; Ashayeri, H; Khodadadi, M, Frontal Cortical Arousal During Working Memory Performance in Trait ‎Anxiety,Journal of Research on Psychology of Health, Vol. 5, No. 1, pp. 23-33, (2011)[In Persian].
[16]
Lockenhoff, C.E, sutin, A.R., Ferrucci, L., Costa, P.T, Personality traits and subjective health in the later years: the association between NEO- PI- R and sf- 36 in advanced age is influenced by bealth status. Journal of research in personality, Vol. 42, No. 5, pp. 1334- 1346, (2008).
[17]
Golam Ali Lavassani, M., Khezri Azar, H, Amani, J., Mall Ahmadi, E,The role of academic self-efficacy and achievement goals in stress, anxiety and depression, Journal of Psychology, Vol. 14, No. 4, pp. 417-432, (2011) [In Persian].
[18]
Hejazi, A., Rastegar, M., Krmdost, N. and Ghorban-Jahromi, R, Beliefs about Intelligence and Academic Achievement in Mathematics: The Role of Achievement Goals, Cognitive Engagement and Effort. Journal of Psychology and Education, Vol. 32, No. 83, pp. 25-465,(2009) [in Persian]
[19]
Ebrahimi S, Pakdaman Sh, Sepehri S. Relations Between Achievement Goals, Classroom Climate, Perceived Ability and Usefulness of Adolescents, Developmental Psychology: Psychology In Iran, Vol. 8, No. 29, pp 35-44. (2011). [In Persian]
[20]
Ames, C, classrooms: goals, structure and students motivation. Journal of educational psychology , Vol. 84, No. 3, pp. 261- 271,(1992).
[21]
Pintrich, P. R, Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of educational psychology, Vol. 92, No. 3, pp. 544- 555, (2000).
[22]
Bakhshi, M; Ahnchyan, M., Amiri, R,The relationship between critical thinking, self-regulatory strategies and achievement goals in nursing students of Islamic Azad University of Shahrood, Nursing education, Vol. 1, No. 1, pp. 48-6, (2012).
[23]
Kareshky H. (2008). The role of achievement goals, in self-regulated learning components, Cognitive Science News, Vol. 10, No. 3, pp. 13- 21, (2008).
[24]
Vysany, M.,Gholam Ali Lavassani, M; Aegei, JThe role of achievement goals, academic motivation and learning strategies on anxiety Statistics: causal model test, Journal of Psychology 62, year XVI, No. 2, pp. 142-160, (2012).
[25]
Mouratidis, A., vansteenkiste, M., lens, W., vanden auweele,Y,Beyond positive and negative affect: achievement goals and discrete emotions in the elementary physical education classroom. Psychology of sport and exercise Vol. 10, No. 3, pp. 336- 343, (2009).
[26]
Huang, C, Achievement goals and achievement emotions: a metaanalysis. Educational psychology review, Vol. 23, No. 3, pp. 359- 388, (2011).
[27]
Luo, W., paris, S. G. hogan, D. & luo, Z, Do performance goal promote learning? A pattern analysis of singapore students achievement goal. Contemporary educational psychology, Vol. 36, No. 2, pp. 165- 176, (2011).
[28]
Kareshky, H, Amin Yazdi, S, A, Ekhteraei toosi, G, H , Comparing the effectiveness of emotional intelligence training and learning strategies in Reducing test anxiety students, research letter foundations of education, The first year, Vol. 1, No. 2, pp. 105- 118, (2011)[In Persian].
[29]
Permuzic, T., & Furnham, A. (2004). Personality predicts academic performance: evidence from tow longitudinal university samples. Journal of research in personality, Vol. 37, No. 4, pp. 319- 338, (2004).
[30]
Furnham, A., & Chamorro-Premuzic, T, Individual Differences and Beliefs Concerning Preference for University Assessment Methods, Vol. 35, No. 9, pp. 1968-1 994.(2005).
[31]
Tran, y. craig, A. mcisac, P, extraversion- introversion and 8- 133 HZ waves in frontal cortical regions. Personality and individual differences. Vol. 30, No. 2, pp. 205- 215, (2001).
[32]
Sarveghad, C. Rezaei, A. Irani, F, The relationship between attachment styles and personality traits with anxiety, Quarterly Journal of Women Sociology, Vol. 3, No. 2, pp. 117-136, (2012) ).[In Persian].
[33]
Chamorro, T. P, Furnham, A, Personality traits and academic examination performance. Journal of personality, Vol. 17 , No. 3, pp. 237- 250, (2002)
[34]
Khosravi, M; Bigdeli, E, The relationship between personality traits with test anxiety in students, Journal of Behavioral Sciences, Vol. 2, No. 1, pp. 13-24,(2008) ). [In Persian].
[35]
Yazdkhasti, F. tavangar, L, Personality characteristics and perceived control mothers and their relationship with the anxiety of female students in Isfahan university in  1389, Scientific Journal of Kurdistan University of Medical Sciences, Vol. 16, No. 4  pp. 92-100,(2011). [In Persian].
[36]
Vosoughi, A. bakhshipoor Roodsary, A., Hashemi, T. fathollahi, S, Structural relations of NEO with symptoms of anxiety and depression, Iranian Journal of Psychiatry and Clinical Psychology, eighteenth year, Vol. 18, No. 3, pp. 233-244, (2012)[In Persian].
[37]
Elliot, A. J, & Mcgregor, H. AA 2×2 achievement goal framework journal of personality and social psychology, Vol. 80 , No. 3, pp. 501-519, (2001).  
[38]
Daeryong, S. & Hossain, T, Motivational beliefs and cognitive processes in mathematic achievement, analyzed in the context of cultural different elementary school example journal of asia pacific education review, Vol. 10  , No. 2 , pp. 193- 203, (2009) [In Persian].
[39]
Gholami, Sh, The relationship between goal orientation with learning strategies and test anxiety in Male student in third year high school, Islamabad city West, the letters MA Tabatabai University, (2008). [In Persian].
[40]
Gholizdeh, M., Shokrkon, H, Haghighi, J, Study of simple and multiple relationships of the four goals of achievement with, test anxiety and academic performance in the first year of high school male students IZEH, Journal of Educational Science and Psychology , Ahvaz University, Vol. 3, No. 1,2, pp. 149- 166, (2007). [In Persian].
[41]
Valli Mohammadi, M, relationship between goal orientation with learning strategies and test anxiety in Male and female students, second Guidance year in Tehran, the Master Agreement Alzahra University, (2002). [In Persian].
[42]
Mcdonald, A. S, The prevalence and effects of test anxiety in school children. Educational psychology, Vol. 21, No. 1, pp. 89- 101(2001).

 
[43]
Kline , R. B, Principles and Practice of Structural Equation Modeling. New York : Guilford press. (2005).  
[44]
khorsandi, F, kamkar, M; Malekpour, M, The relationship between the five major personality factors And self-regulated learning strategies in Male and female high school students in Esfahan  In the academic year 1386-87, new approaches to Education journal, Vol. 5, No. 2, pp. 41- 64,(2010). [In Persian].
[45]
Attari, U; Amanollahifard, A; Mehrabizadeh honarmand, M. (2006). Relationship between personality traits and personal factors, family with marital satisfaction among employees of government offices in Ahwaz, Journal of Educational Science and Psychology martyr Chamran University, the third period, the Vol. 13, No. 1, pp. 108 -81(2006). [In Persian].
[46]
Midgley , C . ,Kaplan , A . , Middleton .M , & Maehr , M.l, The development and validation of scales assessing students achievement goal orientation . contemporary educational psychology , Vol. 23 ,No. 2, pp. 113 ,-131,(1998).
[47]
Garoosi Farshi, M, New Approach in Personality Assessment. Tabriz, nashre jameehpagooh, nashre danyal, First Edition, (2001). [In Persian].
[48]

Ryckman, R, M, Theories of Personality: Understanding Persons (6th ed.). Boston,(2008).

[49]
Saife, A, Modern educational psychology, Psychology of learning and educational, Tehran, Douran Press,(2011). [In Persian].
[50]
Malekzadeh, F, The effectiveness of learning strategies, goal orientation, efficacy education and test anxiety of math The first year high school female students in Tehran, the letters MA Tabatabai University(2011).
آمار
تعداد مشاهده مقاله: 1,383
تعداد دریافت فایل اصل مقاله: 1,058


سامانه مدیریت نشریات علمی. قدرت گرفته از سیناوب