نقش جهت‌گيري اهداف پيشرفت و خودتنظيم‌گري در پيش‌بيني عملكرد تحصيلي دانشجويان

The Role of Achievement Goals Orientation and Self-Regulation on Predicting College Students’ Academic Performance

مقدمه: عوامل محيطي، ويژگي‌هاي انگيزشي و راهبردهاي شناختي در عملكرد تحصيلي دانشجويان نقش بسزايي دارند. هدف اساسي اين مطالعه بررسي نقش جهت‌گيري‌هاي اهداف پيشرفت و خودتنظيم‌گري با عملكرد تحصيلي دانشجويان دختر و پسر بود. روش‌ها: اين مطالعه بر مبناي مفروضه‌هاي تحقيقات همبستگي انجام شد. نمونه مشتمل بر280 دانشجوي پرستاري و مامايي دانشگاه آزاد اسلامي واحد مهاباد در سال تحصيلي 91-90 بود كه به روش تصادفي ساده انتخاب شدند. متغيرهاي پيش‌بين عبارت بودند از جهت‌گيري اهداف پيشرفت و راهبردهاي خودتنظيم‌گري و عملكرد تحصيلي متغير ملاك بود. ابزارهاي اندازه‌گيري شامل چك‌ليست جمعيت‌شناختي، پرسشنامه‌هاي جهت‌گيري اهداف پيشرفت، راهبردهاي خودتنظيم‌گري و معدل عملكرد تحصيلي دانشجويان بودند. نتايج: ماتريس همبستگي متغيرهاي پژوهش نشان داد بالاترين ميزان همبستگي به ترتيب ميان متغيرهاي خودتنظيم‌گري با عملكرد تحصيلي و جهت‌گيري تسلطي با جهت‌گيري عملكرد- گرايش؛ خودتنظيم‌گري با جهت‌گيري عملكرد-گرايش است. نمودار مسيرها نشان داد كه خودتنظيم‌گري روي عملكرد تحصيلي اثر مستقيم مثبت و معنادار دارد و اثر مستقيم جهت‌گيري عملكرد-گرايش روي عملكرد تحصيلي منفي و معنادار بود. سرانجام، اثر جهت‌گيري تسلطي بر روي عملكرد تحصيلي مثبت و معناداري بود. نتيجه‌گيري: طبق يافته‌ها، خودتنظيم‌گري نقش واسطه‌گري معناداري بين عامل‌هاي انگيزشي و عملكرد تحصيلي دانشجويان پرستاري و مامايي ايفا مي‌نمايد. بين جهت‌گيري عملكرد- گرايش و جهت‌گيري تسلطي با خودتنظيم‌گري رابطه‌اي مستقيم و معنادار برقرار است.

Introduction: Environmental factors, motivational characteristics, and cognitive strategies play an important role in students’ academic performance. The main objective of this study was to investigate the role of achievement goals orientation and self-regulation in predicting academic performance among male and female college students. Methods: This study was conducted based on assumptions of correlational studies. Sample included 280 students of nursing and midwifery randomly selected from Mahabad Islamic Azad University during 2011-2012 academic years. Predicting variables were achievement goals orientation as well as self-regulation strategies, and academic performance was criterion variable. Measurement tools included a demographic checklist, achievement goals and self-regulation strategies questionnaires and grade point average of students’ academic performance. Results: Correlation matrix showed that the highest correlation was observable respectively between variables of self-regulation and academic performance, mastery goal orientation and performance - approach goals, and finally self-regulation with performance-approach goals. Path analysis showed that self-regulation has positive and significant direct effect on students, and the performance - approach goals has negative and significant direct effect on academic performance. Finally, the effect of mastery orientation was positive and significant on academic performance. Conclusion: According to the findings, self-regulation makes a significant mediate role between motivational factors and academic performance for nursing and midwifery students. There was a significant directional association between performance-trend orientation and dominance orientation with self-regulation.