چکیده:
در این پژوهش رابطه ساختاری ادراکات محیطی کلاس با اضطراب امتحان با واسطه گری اهداف پیشرفت در قالب یک مدل علّی مورد بررسی قرار گرفت. جامعه آماری پژوهش حاضر شامل کلیه دانشجویان آموزشکده فنی شهید رجایی به تعداد 550 نفر بود. نمونه تحقیق با روش نمونه گیری تصادفی ساده و با فرمول کوکران تعداد 200 نفر انتخاب شدند. ابزار گردآوری داده ها، پرسشنامههای ادراکات محیطی کلاسی جنتری و همکاران (2002)، اهداف پیشرفت میدگلی و همکاران (1998) و اضطراب امتحان ابوالقاسمی و همکاران (1375) بود. بعد از تأیید روایی، پایایی هر یک از پرسشنامه ها به ترتیب 93/0، 87/0 و 92/0 محاسبه شد. دادههای جمع آوری شده با استفاده از نرم افزار 21 SPSS- و 50/8 - LISREL تحلیل شدند. یافتههای پژوهش نشان داد که، اهداف پیشرفت پیشبین اضطراب امتحان و یک میانجی بین ادراکات محیطی کلاسی و اضطراب امتحان است. همچنین مدل پژوهش از برازش خوبی برخوردار است. مؤلفههای اهداف پیشرفت نیز بر اضطراب امتحان اثر معکوس داشتند. همچنین، مؤلفههای ادراکات محیطی کلاسی میتواند مؤلفههای اهداف پیشرفت شامل تبحری ، رویکردی-عملکردی و رویکردی-اجتنابی را به طور جداگانه پیش بینی کنند و تمام مؤلفههای اهداف پیشرفت میتوانند اضطراب امتحان را پیش بینی کنند. یافتههای به دست آمده، کاربردهای مهمی برای دست اندرکاران آموزش عالی دارد که مهمترین آنها، توجه به نقش اهداف پیشرفت به عنوان یک متغیر تأثیرگذار و میانجی بر اضطراب امتحان دانشجویان و در نتیجه عملکرد بهتر آنان است.
In this study, the structural relationship between classroom environmental perceptions and test anxiety was investigated through the mediation of achievement goals in the form of a causal model. The statistical population included all students of Shahid Rajaei Technical College (N=550). Simple random sampling method was used to select 200 people with Cochranchr('39')s formula. Data collection instrument were Jantari et al.chr('39')s (2002) classroom environmental perception questionnaires, Midgoli et al.chr('39')s (1998) achievement goals, and Abolghasemi et al.chr('39')s (1996) test anxiety. After confirming the validity, the reliability of questionnaires was calculated to be 0.93, 0.87 and 0.92, respectively. The collected data were analyzed using SPSS 21 software and LISREL 8.50 software. Findings showed that the achievement goals were predictors of test anxiety and a mediator between classroom environmental perceptions and test anxiety. Moreover, the research model had a good fit. Achievement goal components also had an adverse effect on test anxiety. Also, the components of classroom environmental perception can predict the components of achievement goals including proficiency, approach-performance and approach-avoidance separately, and all components of achievement goals can predict test anxiety. The findings have important applications for those involved in higher education, the most important of which is to pay attention to the role of achievement goals as an influential and mediating variable on studentschr('39') test anxiety and thus their better performance.
خلاصه ماشینی:
com دريافت مقاله : ٩٩/١/٢٣ پذيرش مقاله : ٩٩/٤/٢٥ 279 Investigating the Relationships Between Classroom Environmental Perceptions and Test Anxiety with the Mediating Role of Achievement Goals: (A Causal Model) Mohammad taghi Emami, MSc, Educational management, Bojnourd branch, Islamic Azad University, Bojnourd, Iran.
Abstract In this study, the structural relationship between classroom environmental perceptions and test anxiety was investigated through the mediation of achievement goals in the form of a causal model.
The Mediating Role of Test Anxiety in the Relationship between Goal Orientation and Academic Achievement of Third High School Students in Shiraz, MA Thesis, Faculty of Educational Sciences and Psychology, Islamic Azad University, Marvdasht Branch.
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Predicting test anxiety based on goal orientations among gifted high school students, MSc thesis, Faculty of Educational Sciences and Psychology, Shiraz University.