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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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