كليدواژه :
اهداف پيشرفت , ترس از شكست تحصيلي , خودشفقتي , شايستگي تحصيلي
چكيده فارسي :
در پژوهش حاضر رابطه عليّ متغيرهاي شايستگي تحصيلي و خودشفقتي با ترس از شكست تحصيلي از طريق اهداف پيشرفت بررسي شد. جامعه آماري پژوهش دانش‌آموزان دختر و پسر پايه دوم مقطع متوسطه آموزش و پرورش ناحيه يك شهر اهواز بود. از اين جامعه تعداد 300 نفر به روش نمونه گيري تصادفي چند مرحله‌اي انتخاب شدند. پژوهش حاضر توصيفي- همبستگي از نوع تحليل مسير است. داده‌هاي پژوهش با استفاده از مقياس‌هاي شايستگي تحصيلي، خودشفقتي، ترس از شكست تحصيلي و اهداف پيشرفت جمع‌آوري گرديد. نتايج مطالعه نشان داد كه پس از حذف برخي از روابط غيرمعني‌دار مستقيم بين متغيرهاي پژوهش، برازندگي مدل پيشنهادي تأييد شد. نتايج حاكي است كه بين خودشفقتي و شايستگي تحصيلي با ترس از شكست تحصيلي همبستگي منفي، خودشفقتي با اهداف عملكردي و اجتنابي همبستگي منفي، خودشفقتي با هدف تبحري همبستگي مثبت، جهت‌گيري اجتنابي با ترس از شكست تحصيلي همبستگي مثبت و هدف تبحري و عملكردي با ترس از شكست تحصيلي همبستگي منفي دارد. نتايج تحليل همچنين نشان داد روابط غيرمستقيم متغير شايستگي تحصيلي با اهداف پيشرفت از طريق ترس از شكست تحصيلي غيرمعني‌دار، اما رابطه غيرمستقيم خودشفقتي با ترس از شكست تحصيلي از طريق اهداف ياد شده معني‌دار گرديد. نتايج اين مطالعه پيشنهاد مي‌كند به‌منظور كاهش ترس از شكست تحصيلي در دانش‌آموزان، شايسته است كه مقوله شايستگي تحصيلي و خودشفقتي را در دانش‌آموزان تقويت نمود.
چكيده لاتين :
Introduction
Fear of academic failure is one of the important topics in educational psychology, which has always been the focus of many educational professionals. Fear of academic failure is a psychological fear that results from the imbalance between situational or environmental demands and perceived personal resources, and is assessed as one's ability to function as a predictor of negative emotional experiences, feelings of inadequacy and being inferior. In other words, people who are afraid of academic failure often use high self-monitoring strategies such as self-disabling, procrastination, task avoidance, pessimism, and avoidance performance, which often lead to decreased academic performance and internal motivation. Studies show that many factors, such as academic competence, self-compassion, and goals of achievement are involved in academic failure. In this regard, the present study has taken into consideration the objective that identifying these factors can help reduce it.
Method
The research method is correlational. The statistical population of this study was all male and female students of second grade of high schools in Ahwaz educational district, who were studying in the academic year of 97-96. Cluster-random sampling was used to select the subjects. There were 300 participants in the study who completed the instruments of fear of academic failure, academic competence, achievement goals, and self-efficacy. To calculate descriptive indices, including mean, standard deviation and correlations related to the study variables, SPSS version 21 was used. To analyze the direct and indirect effects and the overall effect of each independent variable on the dependent variables, the path analysis method was used with AMOS 21 software. Academic competency scales, fear of academic failure, achievement goals, and self-efficacy were used to collect data.
Results
The results indicate that there is a negative correlation between self-compassion and academic competence with fear of academic failure, The results showed that there is a negative correlation between self-compassion and academic competence with fear of academic failure, self-compassion is negatively correlated with performance and avoidance goals, self-compassion is positively correlated with mastery goal, avoidance orientation is positively correlated with fear of academic failure, and mastery and performance goal is negatively correlated with fear of academic failure. The results of the analysis also showed that the indirect relationships of academic competence with achievement goals through fear of academic failure were non-meaningful, but the indirect relationship between self-compassion with fear of academic failure through these goals was significant.
Conclusion
The results of this study suggest that in order to reduce fear of academic failure in students, educators need to reinforce academic competence, self-compassion, and achievement goals.
