رابطه علّي بين كمال‎گرايي و هدف‏هاي پيشرفت با اضطراب امتحان با ميانجيگري باورهاي خودكارآمدي در دانش‏آموزان دبيرستاني

The Casual Relationship between Perfectionism and chievement Goals with Test Anxiety with Mediating Role of Self-efficacy in High-school Male Students

هدف از انجام پژوهش حاضر، بررسي رابطه علّي بين كمال‏گرايي، هدف‏هاي پيشرفت با اضطراب امتحان با ميانجيگري باورهاي خودكارآمدي است. جامعه‏ آماري اين پژوهش را دانش‏آموزان پسر سال سوم متوسطه شهر اهواز در سال تحصيلي 1392-1391 تشكيل داده اند، كه از ميان آنها، تعداد 360 نفر با روش نمونه‏گيري تصادفي مرحله‏اي نسبتي به عنوان نمونه انتخاب شدند. براي سنجش متغير‏هاي پژوهش از مقياس اضطراب امتحان اهواز، مقياس خودكارآمدي عمومي، مقياس كمال‏گرايي چندبعدي (فرم كوتاه) و پرسشنامه تجديدنظرشده هدف‏هاي پيشرفت استفاده شد. همچنين، براي آزمون برازندگي مدل پيشنهادي از روش تحليل مسير استفاده شد. نتايج نشان داد مسيرهاي مستقيم كمال‏گرايي خودمحور به خودكارآمدي و اضطراب امتحان از لحاظ آماري معني‏دار بودند (05/0p < ). همچنين، رابطه كمال‏گرايي ديگر‏محور و جامعه محور با خودكارآمدي غيرمعني‏دار و كمال‏گرايي ديگرمحور با اضطراب امتحان معني‏دار بود(05/0p < ). علاوه بر اين، رابطه هدف تبحرگرا، عملكردگرا و تبحرگريز با خودكارآمدي و رابطه هدف تبحرگريز با اضطراب امتحان معني‏دار است(05/0p < ). از سوي ديگر، رابطه هدف عملكردگريز با خودكارآمدي غيرمعني‏دار و هدف عملكردگريز و خودكارآمدي به اضطراب امتحان معني‏دار بوده است(05/0p < ). همچنين، نتايج نشان داد كه رابطه غيرمستقيم كمال‏گرايي خودمحور به اضطراب امتحان از طريق خودكارآمدي معني‏دار، كمال‏گرايي ديگر‏محور و كمال‏گرايي جامعه‏محور به اضطراب امتحان از طريق خودكارآمدي غيرمعني‏دار است. ديگر نتايج نشان داد كه رابطه‏ هدف تبحرگرا، تبحرگريز و عملكرگرا با اضطراب امتحان از طريق خودكارآمدي معني‏دار و هدف عملكردگريز با اضطراب امتحان از طريق خودكارآمدي غيرمعني‏دار بوده است.

The aim of the present study was to examine the casual relationship between perfectionism and achievement goals with test anxiety with mediating role of self-efficacy in high-school male students of Ahvaz city. The population of this study consisted of all the high-school male students of Ahvaz city in 1391-92. The sample of this study consists of 360 students who were selected by multi-stage random sampling method. The variables were measured by Test anxiety Scale, Self-efficacy Scale Multidimensional Perfectionism Scale and Achievement Goals Questionnaire–Revised. Also the path analysis method was used to test the fitness of the suggested model. The result of the research showed that the direct paths of self-oriented perfectionism to test anxiety and self-efficacy were significant statistically. Also, the relation between other-oriented perfectionism with self-efficacy was insignificant and its relation with test anxiety was significant and also the relation between society- oriented perfectionism with self-efficacy was insignificant. In addition, the path between mastery-approach goal and performance-approach goal, with self-efficacy was significant and the relation between mastery-approach goal, with test anxiety and self-efficacy is statistically significant. Also, the relation between performance-avoidance goal with self-efficacy was insignificant and its relation with anxiety test was significant and the relation between self-efficacy with test anxiety was significant. On the other hand, the result showed that the indirect relation of from self-oriented perfectionism with test anxiety via self-efficacy was significant and the relation between other- oriented perfectionism and socially-oriented perfectionism with test anxiety via self-efficacy was insignificant. In addition, the result showed that the relation between mastery-approach goal, performance-approach goal and mastery-avoidance goal with test anxiety via self-efficacy was significant and also the relation between performance-avoidance goal and with test anxiety via self-efficacy was in significant.