بررسي مدل رابطه‌ي ساختارهاي هدف كلاسي و بهزيستي روان‌شناختي در دانش‌آموزان، با ميانجي‌گري متغيرهاي خودكارآمدي و نيازهاي روان‌شناختي

The study of the models for relationships between classroom goal structures and psychological wellbeing of students with regard of the mediating role of self- efficacy and basic psychological needs

اين پژوهش با هدف مطالعه‌ي تاثير ساختارهاي هدف كلاسي بر بهزيستي روان‌شناختي دانش‌آموزان با توجه به نقش ميانجي خودكارآمدي و نيازهاي روان‌شناختي به اجرا در آمده است. در اين مطالعه براي آزمايش مدل فرضي از روش همبستگي به شيوه‌ي تحليل مسير استفاده شد. 160 دانش‌آموز دوم متوسطه (77 دختر و 83 پسر) در سال تحصيلي 90-1389 به شيوه‌ي نمونه‌گيري خوشه‌اي تصادفي دو مرحله‌اي از نواحي چهارگانه‌ي آموزش و پرورش شهر شيراز انتخاب شدند. ابزارهاي مورد استفاده مقياس نيازهاي اساسي روان‌شناختي (1985)، ساختارهاي اهداف كلاسي (2003)، مقياس خودكارآمدي عمومي (1982) و مقياس رضايت از زندگي (2007) بودند. نتايج نشان داد اثر ساختار اهداف عملكردي از سوي داده‌هاي تجربي مورد تاييد قرار نمي‌گيرد، اما تاثير ساختار اهداف تبحري بر بهزيستي از سوي داده‌هاي تجربي حمايت مي‌شود. متغير برون‌زاد اهداف تبحري از توان پيش‌بيني‌كنندگي معني‌داري براي پيش‌بيني متغيرهاي وابسته مياني خودكارآمدي و نيازهاي روان‌شناختي برخوردار بودند؛ و اين دو به نوبه‌ي خود پيش‌بيني‌كننده‌ي معني‌داري براي متغير نهايي بهزيستي روان‌شناختي بودند. اين يافته در راستاي اهميت اهداف تبحري كه بر يادگيري به منظور تسلط بر موضوع تاكيد دارند به‌طور نظري و منطقي قابل فهم است.

This research aimed to study of the effects of classroom goal structures on students’ psychological wellbeing with respect to the mediating role of self-efficacy and basic psychological needs. In this regard, the effects of performance and mastery goal structure as exogenous variables with self-efficacy and basic psychological needs as mediating variables on wellbeing were tested through a hypothesis model. Research method in this study was a correlation research. The subjects consisted of 160 secondary students (77 girls and 83 boys) of tenth grade in 2010-11 academic years, which were selected by cluster random sampling method from four educational region of Shiraz city. Instruments included the basic psychological needs scale (1985), the goal structure scale (2003), the self-efficacy scale (1982) and the life satisfaction scale (2007). The results showed that, the effect of performance goals structure were not supported by the empirical data, But the effect of mastery goals structure were supported. The exogenous variable of mastery goals could significantly predict the mediating self-efficacy and basic psychological needs variables, and the latter variables also significantly predicted well-being as the final endogenous variable. In this manner, only the mastery goals structure can predict studentsʹ psychological well-being with mediating role of academic self-efficacy and psychological needs. However, this result is in regard with the importance of mastery goals which emphasis on dominated learning over subject has theoretical and logical benefit.