مدل علّي سازگاري تحصيلي بر اساس ويژگي هاي شخصيتي با نقش واسطه اي جهت گيري هدف

The causal model of academic adjustment based on personality traits with the mediating role of goal orientation

ﻫﺪف از ﭘﮋوﻫﺶ ﺣﺎﺿـﺮ ﻃﺮاﺣﯽ و ﺗﺒﯿﯿﻦ ﻣﺪل ﻋﻠّﯽ ﺳـﺎزﮔﺎري ﺗﺤﺼـﯿﻠﯽ ﺑﺮ اﺳـﺎس وﯾﮋﮔﯽ ﻫﺎي ﺷﺨﺼﯿﺘﯽ ﺑﺎ ﻧﻘﺶ واﺳﻄﻪ اي ﺟﻬﺖ ﮔﯿﺮي ﻫﺪف ﺑﻮد. روش ﭘﮋوﻫﺶ ﻫﻤﺒﺴﺘﮕﯽ و ﺑﻪ ﻃﻮر ﺧﺎص از ﻧﻮع ﻣﺪل ﯾﺎﺑﯽ ﻣﻌﺎدﻻت ﺳـﺎﺧﺘﺎري ﺑﻮد. ﺟﺎﻣﻌﻪ آﻣﺎري ﺷـﺎﻣﻞ ﮐﻠﯿﻪ داﻧﺸـﺠﻮﯾﺎن ﮐﺎرﺷـﻨﺎﺳـﯽ داﻧﺸﮕﺎه آزاد اﺳـﻼﻣﯽ واﺣﺪ ﻣﺮودﺷﺖ در ﺳﺎل ﺗﺤﺼﯿﻠﯽ 1398-1399 ﺑﻮد. ﻧﻤﻮﻧﻪ آﻣﺎري 600ﻧﻔﺮ از اﯾﻦ اﻓﺮاد ﺑﻮد ﮐﻪ ﺑﻪ روش ﻧﻤﻮﻧﻪ ﮔﯿﺮي ﺗﺼـﺎدﻓﯽ از ﻧﻮع ﺧﻮﺷـﻪ اي ﭼﻨﺪﻣﺮﺣﻠﻪ اﻧﺘﺨﺎب ﺷـﺪﻧﺪ و ﺑﻪ ﭘﺮﺳﺸﻨﺎﻣﻪ ﻫﺎي ﺳـﺎزﮔﺎري ﺗﺤﺼـﯿﻠﯽ اﻧﺪرﺳـﻮن و ﻫﻤﮑﺎران، وﯾﮋﮔﯽ ﻫﺎي ﺷـﺨﺼـﯿﺖ ﻣﮏﮐﺮي و ﮐﺎﺳﺘﺎ و ﺟﻬﺖ ﮔﯿﺮي ﻫﺪف اﻟﯿﻮت و ﻣﮏ ﮔﺮﯾﮕﻮر ﭘﺎﺳـﺦ د ادﻧﺪ. ﻧﺘﺎﯾﺞ ﺑﯿﺎﻧﮕﺮ ﺑﺮازش ﻣﻄﻠﻮب ﻣﺪل ﭘﯿﺸﻨﻬﺎدي ﺑﻮد. ﺑﻪ ﮔﻮﻧﻪ اي ﮐﻪ اﺛﺮ ﻏﯿﺮ ﻣﺴﺘﻘﯿﻢ روان ﻧﮋﻧﺪي، ﺑﺮون ﮔﺮاﯾﯽ، ﺗﻮاﻓﻖ ﭘﺬﯾﺮي و وﺟﺪان ﻣﺪاري ﺑﺮ ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ از ﻃﺮﯾﻖ ﺟﻬﺖ ﮔﯿﺮي ﻫﺎي ﻫﺪف ﻣﻌﻨﯽ دار ﺑﻮد. اﻣﺎ اﺛﺮ ﻏﯿﺮ ﻣﺴــﺘﻘﯿﻢ ﮔﺸــﻮدﮔﯽ ﺑﻪ ﺗﺠﺮﺑﻪ ﺑﺮ ﺳــﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ ﻣﻌﻨﺎدار ﻧﺒﻮد. ﺑﺮ اﺳﺎس ﯾﺎﻓﺘﻪ ﻫﺎي ﭘﮋوﻫﺶ ﻣﯽ ﺗﻮان ﻧﺘﯿﺠﻪ ﮔﯿﺮي ﮐﺮد ﮐﻪ ﺟﻬﺖ ﮔﯿﺮي ﻫﺪف در ارﺗﺒﺎط ﺑﯿﻦ وﯾﮋﮔﯽ ﻫﺎي ﺷﺨﺼﯿﺖ و ﺳﺎزﮔﺎري ﺗﺤﺼﯿﻠﯽ ﻧﻘﺶ واﺳﻄﻪ اي ﻣﻌﻨﺎدار اﯾﻔﺎ ﻣﯽ ﮐﻨﺪ.

The purpose of the present study was to design and explain the causal model of academic adjustment based on personality traits with the mediating role of goal orientation. The research method was correlational and in particular structural equation modeling. The population consisted of all undergraduate students of Islamic Azad University of Marvdasht in the academic year of 2019-2020. The statistical sample consisted of 600 subjects who were selected through multistage cluster sampling and answered the Ederson et al. Academic Adaptation, McCreary & Costa's Personality Characteristics, Elliott and McGregor's Goal Orientation and the attributional styles of Patterson et al. questionnaires. The results indicated that the proposed model fits well. The indirect effect of neuroticism, extraversion, agreeableness, and conscientiousness on academic adjustment through goal orientations was significant. But the indirect effect of openness to experience on academic adjustment was not addictive. Based on the findings of the study, it can be concluded that goal orientation plays a mediating role in the relationship between personality traits and academic adjustment.