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رابطه ادراک از اهداف پیشرفت مورد تأکید والدین و معلم با باورهای خودکارآمدی و راهبردهای مقابله دانش آموزان در درس ریاضی: نقش اهداف پیشرفت ریاضی | ||
روان شناسی مدرسه و آموزشگاه | ||
مقاله 11، دوره 7، شماره 1 - شماره پیاپی 25، خرداد 1397، صفحه 183-218 اصل مقاله (379.18 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22098/jsp.2018.664 | ||
نویسندگان | ||
آسیه مرادی1؛ کسری شریفی* 2 | ||
1استادیار گروه روانشناسی، دانشگاه رازی کرمانشاه | ||
2دانشجوی دکتری روانشناسی، دانشگاه فردوسی مشهد | ||
چکیده | ||
هدف مطالعه حاضر بررسی ادراک دانشآموزان از اهداف پیشرفت مورد تأکید والدین و معلمان در درس ریاضی و رابطه این اهداف با اهداف پیشرفت، باورهای خودکارآمدی و راهبردهای مقابله آنان است. نمونه این مطالعه 825 دانشآموز سال سوم راهنمایی شهر تهران بود که در سال تحصیلی 94-93 مشغول تحصیل بودند و به روش نمونه گیری تصادفی چند مرحلهای انتخاب شدند. برای سنجش ادراک دانشآموزان از اهداف مورد تأکید والدین و معلمان و نیز اهداف شخصی و باورهای خودکارآمدی از پرسشنامه الگوهای یادگیری سازگار میدگلی و همکاران و برای سنجش راهبردهای مقابله تحصیلی از پرسشنامه راهبردهای مقابله تحصیلی ترو وکانل استفاده شد. نتایج بیانگر نقش واسطه ای اهداف تبحری و عملکردی دانشآموزان بین ادراک آنها از اهداف مورد تاکید معلمان و والدین، باورهای خودکارآمدی و راهبرهای مقابله آنان در درس ریاضی می باشد. | ||
کلیدواژهها | ||
: جهت گیری هدفی شخصی؛ ادراک جهت گیری هدفی معلمان و والدین؛ خودکارآمدی تحصیلی؛ راهبردهای مقابله تحصیلی | ||
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