رابطه‌ي علّي ويژگي‌هاي شخصيت و باورهاي هوشي با خودكارآمدي تحصيلي و عملكرد تحصيلي با ميانجي‌گري هدف‌هاي پيشرفت در دانش‌آموزان دختر دبيرستاني شهر خرم‌آباد

The Casual Relationship between Personality Characteristics, and Beliefs about Intelligence and Academic Self-efficacy and Performance Academic with Mediating Role of Achievement Goals of Female High

هدف از پژوهش حاضر، بررسي رابطه‌ي علّي ويژگي‌هاي شخصيت و باورهاي هوشي با خودكارآمدي تحصيلي و عملكرد تحصيلي با ميانجي‌گري هدف‌هاي پيشرفت در دانش‌آموزان دختر دبيرستاني خرم آباد بود. شركت كنندگان در اين پژوهش 280 نفر از دانش‌آموزان دختر سال اول دبيرستان شهر خرم آباد بودند، كه به روش نمونه‌گيري تصادفي چند مرحله‌اي انتخاب شدند. ابزارهاي استفاده شده در اين پژوهش مقياس نظريه تلويحي هوش (ITIS)، پرسشنامه شخصيتي نيو-فرم كوتاه (NEO-FFI)، مقياس هدف‌هاي پيشرفت (AGOS) و مقياس كارآمدي تحصيلي بودند. ارزيابي الگوي پيشنهادي با استفاده روش تحليل مسير انجام گرفت. جهت آزمون روابط غيرمستقيم از روش بوت استراپ (نرم افزار (AMOS-20 استفاده شد. نتايج نشان دادند، كه مسيرهاي غيرمستقيم باور هوشي ذاتي از طريق جهت‌گيري هدف عملكردگرا روي عملكرد تحصيلي و باور هوشي افزايشي از طريق جهت‌گيري هدف تبحرگرا روي عملكرد تحصيلي معني‌دار بود. همچنين وظيفه‌شناسي نيز از طريق جهت‌گيري هدف تبحرگرا روي عملكرد تحصيلي معني‌دار بود، اما باز بودن نسبت به تجربه از طريق جهت‌گيري هدف تبحرگرا روي عملكرد تحصيلي معني‌دار نبود. برازش بهتر از طريق حذف مسيرهاي غيرمعني‌دار باور هوشي ذاتي و جهت‌گيري هدف تبحرگرا، باز بودن نسبت به تجربه و جهت‌گيري هدف تبحرگرا، توافق‌پذيري و جهت‌گيري هدف تبحرگرا، باز بودن نسبت به تجربه و خودكارآمدي تحصيلي، توافق پذيري و عملكرد تحصيلي و باز بودن نسبت به تجربه و عملكرد تحصيلي حاصل شد.

The aim of this study was to examine the casual relationship between Personality characteristics and, beliefs about intelligence and academic self-efficacy and the performance academic with regards the mediating role of goals achievement in female high school students in Khorramabad. The participants of the study were 280 female Khorramabadi students, who were selected randomly through multi-stage random sampling method. The instruments used in this study were the Neo-Five Factor Inventory (NEO-FFI), the Implicit Theory of Intelligence Scale (IT IS), the Achievement Goal Orientation Scale and the Self-efficacy Academic Scale .The fitness of the proposed model was examined through using path analysis. The indirect effects were tested through the bootstrap method (AMOS-20 software) was used. The results showed that indirect effect entity intelligence belief through performance approach goal orientation on academic performance and effect indirect incremental intelligence belief through, mastery approach goal orientation on academic performance was significant. In addition effect indirect conscientiousness through mastery approach goal on academic performance was significant. But effect indirect openness to experience through mastery approach goal orientation with academic performance was not significant. Better fit was obtained by omitting non-significant paths entity intelligence belief and mastery approach goal orientation, openness to experience and mastery approach goal orientation, agreeableness and mastery approach goal orientation, openness to experience and self-efficacy academic, agreeableness and academic performance and openness to experience and academic performance.