پیش بینی اضطراب امتحان بر اساس ویژگی های شخصیتی و باورهای هوشی با میانجیگری خودکارامدی تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری، گروه روان شناسی، واحد رودهن، دانشگاه آزاد اسلامی، تهران، ایران.

2 استاد، گروه روان شناسی، واحد رودهن، دانشگاه آزاد اسلامی، تهران، ایران.

3 دانشیار، گروه روان شناسی، واحد رودهن، دانشگاه آزاد اسلامی، تهران، ایران.

چکیده

پژوهش حاضر با هدف پیش بینی اضطراب امتحان بر اساس ویژگی های شخصیتی و باورهای هوشی  با میانجیگری خودکارامدی تحصیلی  در دانش آموزان پسر انجام شد. این پژوهش از نوع تحقیقات همبستگی و مدل معادلات ساختاری بود. جامعه آماری شامل کلیه دانش آموزان مقطع متوسطه دوم شهر بجنورد بود که در سال تحصیلی 1396- 1395 مشغول به تحصیل بودند روش نمونه گیری خوشه ای چندمرحله ای انتخاب شد پرسشنامه های اضطراب امتحان ( ابوالقاسمی و همکاران ،1375) طراحی شد جهت اندازه گیری متغیر ها از  پرسشنامه باورهای هوشی توسط عبدالفتاح و ییتس (2006)، پرسشنامه اضطراب امتحان (TAI)؛ پرسشنامه ویژگی های شخصیتی نئو  (NEO-FFI) ، مقیاس خودکارآمدی تحصیلی مورگان و جینکز (1999) استفاده شد. نتایج نشان داد که تمامی بارهای عاملی نشانگرها بر متغیرهای مکنون مربوط به خودشان معنادارند. همچنین تمامی ضرایب مسیر مستقیم متغیرهای برونزا، شامل ویژگی های شخصیتی، باورهای هوشی به خودکارامدی تحصیلی، و خودکارامدی تحصیلی به اضطراب امتحان، در سطح آلفای 05/0 معنادار بودند.  علاوه بر این، مدل توانست بیش از 58 درصد از خودکارامدی تحصیلی و 30 درصد از تغییرات اضطراب امتحان را تبیین کند. همچنی ثرات غیرمستقیم ویژگی های شخصیتی، آگاهی فراشناختی و باورهای هوشی بر اضطراب امتحان از طریق خودکارامدی تحصیلی معنادار بود. بنابر این می توان گفت که ویژگی های شخصیتی، باورهای هوشی با اضطراب امتحان رابطه دارند و از این طریق قابل پیش بینی هستند.

کلیدواژه‌ها


عنوان مقاله [English]

Prediction of Test Anxiety based on Personality Traits and Intelligence Beliefs with the Mediation of Academic Self-Efficacy

نویسندگان [English]

  • Noorgaldi Yazdani 1
  • Hamzeh Ganji 2
  • Hasan Pasha Sharifi 3
  • Khadijeh Abolmali Alhosseini 3
1 PhD student, Department of Psychology, Roudehen Branch, Islamic Azad University, Tehran, Iran.
2 Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Tehran, Iran.
3 Associate Professor, Department of Psychology, Roudehen Branch, Islamic Azad University, Tehran, Iran.
چکیده [English]

The present study was conducted with the aim of predicting test anxiety based on personality traits and intelligence beliefs with the mediation of academic self-efficacy in male students. This research was a type of correlation research and structural equation model. The statistical population included all the students of the second secondary level of Bojnord city who were studying in the academic year of 2015-2016. A multi-stage cluster sampling method was chosen. Test anxiety questionnaires (Abolqasmi et al., 2015) were designed to measure the variables. From the Intelligence Beliefs Questionnaire by Abdul Fattah and Yates (2006), Test Anxiety Questionnaire (TAI); NEO personality traits questionnaire (NEO-FFI), Morgan and Jinks (1999) academic self-efficacy scale were used. The results showed that all the factor loadings of the indicators on the related variables are significant. Also, all direct path coefficients of exogenous variables, including personality traits, intelligence beliefs to academic self-efficacy, and academic self-efficacy to exam anxiety, were significant at the alpha level of 0.05. In addition, the model was able to explain more than 58% of academic self-efficacy and 30% of changes in test anxiety. Also, the indirect effects of personality traits, metacognitive awareness and intelligence beliefs on test anxiety through academic self-efficacy were significant. Therefore, it can be said that personality traits, intelligence beliefs are related to exam anxiety and can be predicted in this way.

کلیدواژه‌ها [English]

  • Personality Traits
  • intelligence Beliefs
  • Metacognitive Awareness
  • Test Anxiety and Academic Self-Efficacy
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