موفقيت تحصيلي بر اساس جهت گيري هدف و بهزيستي ذهني دانش آموزان و والدين: الگوي مدل يابي معادلات ساختاري

Academic Achievement Based on Students Goal Orientation and Subjective well-being and Parents Goal Orientation and Subjective well- being by Structural Equation

مطالعه حاضر با هدف تبيين موفقيت تحصيلي بر اساس جهت گيري هدف و بهزيستي ذهني دانش آموزان و والدين در بين دانش آموزان دختر سال سوم متوسطه شهر تهران در سال تحصيلي 1391-1390 انجام شد. مطالعه حاضر از نوع همبستگي است كه با روش نمونه گيري خوشه اي تعداد 441 نفر دانش آموز دختر به همراه والدينشان از جامعه مورد نظر انتخاب شدند. اطلاعات از طريق مقياس پاناس، مقياس جهت گيري هدف، مقياس ادراك جهت گيري هدفي والدين را دانش آموزان و مقياس رضايت از زندگي جمع آوري شد. براي ارزيابي موفقيت تحصيلي از معدل دانش آموزان استفاده شد. يافته ها نشان داد الگوهاي ساختاري مفروض با داده ها برازش قابل قبولي دارد و والدين با موفقيت تحصيلي دارد. نتايج پژوهش نشان مي دهد كه ميان دانش آموزان دختر مورد مطالعه بخشي از تمايز موفقيت تحصيلي از طريق بهزيستي ذهني و جهت گيري هدف دانش آموزان و بهزيستي ذهني و جهت گيري هدف والدين آنان قابل تبيين است.

The purpose of t the study is to test the model for the explanation of academic achievement based on students' goal orientation and subjective well-being and parents' subjective well-being and goal orientation for the third year high school students. 441 females’ students and their parents were selected by cluster sampling in this correlation study. Students filled the Positive and Negative Affect Schedule, subscale of perceptions of parent's goal orientation and their parents filled the Positive and Negative Affect Schedule Life satisfaction scale. Obtained Data were analyzed by structural equation modeling through Amos software. The results of structural equation modeling show that hypothesized models have an acceptable fit to the data. Results indicate that student's goal orientation and subjective well-being mediate the relationship between academic achievement and parent's goal orientation and subjective well-being. The results indicate a part of difference in academic achievement accounted by the student's subjective well-being and goal orientation and their parent's subjective well-being and goal orientation.