بررسی رابطه کمال‌گرایی سازگارانه و ناسازگارانه مادران با خودپنداره تحصیلی بر اساس نقش میانجی باور و جهت‌گیری انگیزشی دانش‌آموزان متوسطه

نوع مقاله : مقاله پژوهشی

نویسندگان

گروه روان‌شناسی، دانشگاه پیام نور، تهران، ایران

10.22034/cipj.2025.67352.1271

چکیده

هدف: هدف پژوهش، بررسی رابطه کمال‌گرایی سازگارانه و ناسازگارانه مادران با خودپنداره تحصیلی بر اساس نقش میانجی باور و جهت‌گیری انگیزشی دانش‌آموزان متوسطه است.
روش پژوهش: روش پژوهش توصیفی از نوع طرح‌های همبستگی با روش مدل‌سازی معادلات ساختاری است. جامعه آماری کلیه دانش‌آموزان دختر مقطع متوسطه شهر نظرآباد است. از جامعه آماری با روش نمونه‌گیری خوشه‌ای چندمرحله‌ای، 267 دانش‌آموز از دو مدرسه الزهرا و شهید خرمن بیز به‌عنوان نمونه آماری انتخاب شدند. جهت سنجش متغیرها از 4 پرسشنامه کمال‌گرایی سازگارانه و ناسازگارانه (هیل، 2004)، خودپنداره تحصیلی چن و تامپسون (2004)، باورهای انگیزشی پنتریچ و دی گروت (1990)، جهت‌گیری انگیزشی آموس و همکاران (1984) استفاده شد. جهت تجزیه‌وتحلیل داده‌ها از مدل‌سازی معادلات ساختاری و تحلیل رگرسیون  استفاده شد. یافته‌ها با نرم‌افزار SPSS 20 و SmartPLS3 تجزیه‌وتحلیل شد.
یافته‌ها: ضرایب به‌دست‌آمده حاکی از تأثیر مستقیم (0/218) و غیرمستقیم باورهای انگیزشی (0/160) و جهت‌گیری انگیزشی (0/025) در رابطه کمال‌گرایی مادران با خودپنداره تحصیلی دانش‌آموزان دارد. بر اساس نتایج تحلیل رگرسیون متغیرهای کمال‌گرایی ناسازگارانه 43 درصد از واریانس باورهای انگیزشی، 61 درصد از واریانس جهت‌گیری انگیزشی و 80 درصد از واریانس خودپنداره تحصیلی را تبیین کرد. از بین متغیرهای خودپنداره تحصیلی 81 درصد توسط متغیرهای باور انگیزشی شامل اضطراب (0/235-)، خودکارآمدی (0/422)، ارزش درونی (1/207) و 40 درصد از واریانس توسط متغیرهای جهت‌گیری انگیزشی شامل تعهد (0/986)، ملاحظه (1/733) و مهارت (1/577) تبیین شد.
نتیجه‌گیری: باور و جهت‌گیری انگیزشی می‌تواند اثرات کمال‌گرایی ناسازگارانه بر خودپنداره تحصیلی را میانجی‌گری کند. باورهای انگیزشی اثر قوی‌تری در مقایسه با جهت‌گیری انگیزشی، در این رابطه دارد.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Examining the Relationship Between Mothers' Adaptive and Maladaptive Perfectionism and Academic Self-Concept Based on the Mediating Role of Belief and Motivational Orientation of High School Students

نویسندگان [English]

  • Fatemeh Keshtkar venashi
  • Mahnaz Moghanloo
Department of Psychology, Payam Noor University, Tehran, Iran
چکیده [English]

Objective: The purpose of research is to investigate the relationship between mothers' adaptive and maladaptive perfectionism and academic self-concept based on the mediating role of high school students' belief and motivational orientation.
Method: The research method is descriptive correlational design with structural equation modeling. The statistical population is all female high school students in Nazarabad. From them, 267 students from two high schools, Al-Zahra and Shahid Kharman biz, were selected as statistical samples using multi-stage cluster sampling. To measure the variables, adaptive and maladaptive perfectionism (Hill, 2004), Chen and Thompson's academic self-concept (2004), Pentrich and De Groot's motivational beliefs scale (1990), and Amos motivational orientation (1984) were used. Structural equation modeling and regression analysis were used to analyze the data. The findings were analyzed using SPSS 20 and SmartPLS3 software.
Results: The results indicate a direct (0.218) and indirect effect of motivational beliefs (0.160) and motivational orientation (0.025) on the relationship between perfectionism and academic self-concept.  regression analysis, indicated maladaptive perfectionism explained 43% of the variance in motivational beliefs, 61% of the variance in motivational orientation, and 80% of the variance in academic self-concept. Among the academic self-concept, 81% was explained by motivational belief including anxiety (-0.235), self-efficacy (0.422), intrinsic value (1.207), and 40% of the variance was explained by motivational orientation including commitment (0.986), consideration (1.733), and skill (1.577).
Conclusions: Motivational beliefs and orientations can mediate the effects of maladaptive perfectionism on academic self-concept. Motivational beliefs have a stronger effect than motivational orientations in this regard.

کلیدواژه‌ها [English]

  • academic self-concept
  • motivational beliefs
  • motivational orientation
  • perfectionism
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  • تاریخ دریافت: 30 اردیبهشت 1404
  • تاریخ بازنگری: 01 شهریور 1404
  • تاریخ پذیرش: 01 مهر 1404
  • تاریخ اولین انتشار: 01 اسفند 1404
  • تاریخ انتشار: 01 اسفند 1404