نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار دانشگاه پیام نور، ایران

2 دانشگاه شهید چمران اهواز

چکیده

در پژوهش حاضر رابطه علیّ متغیرهای شایستگی تحصیلی و خودشفقتی با ترس از شکست تحصیلی از طریق اهداف پیشرفت بررسی شد. جامعه آماری پژوهش دانش‌آموزان دختر و پسر پایه دوم مقطع متوسطه آموزش و پرورش ناحیه یک شهر اهواز بود. از این جامعه تعداد 300 نفر به روش نمونه گیری تصادفی چند مرحله‌ای انتخاب شدند. پژوهش حاضر توصیفی- همبستگی از نوع تحلیل مسیر است. داده‌های پژوهش با استفاده از مقیاس‌های شایستگی تحصیلی، خودشفقتی، ترس از شکست تحصیلی و اهداف پیشرفت جمع‌آوری گردید. نتایج مطالعه نشان داد که پس از حذف برخی از روابط غیرمعنی‌دار مستقیم بین متغیرهای پژوهش، برازندگی مدل پیشنهادی تأیید شد. نتایج حاکی است که بین خودشفقتی و شایستگی تحصیلی با ترس از شکست تحصیلی همبستگی منفی، خودشفقتی با اهداف عملکردی و اجتنابی همبستگی منفی، خودشفقتی با هدف تبحری همبستگی مثبت، جهت‌گیری اجتنابی با ترس از شکست تحصیلی همبستگی مثبت و هدف تبحری و عملکردی با ترس از شکست تحصیلی همبستگی منفی دارد. نتایج تحلیل همچنین نشان داد روابط غیرمستقیم متغیر شایستگی تحصیلی با اهداف پیشرفت از طریق ترس از شکست تحصیلی غیرمعنی‌دار، اما رابطه غیرمستقیم خودشفقتی با ترس از شکست تحصیلی از طریق اهداف یاد شده معنی‌دار گردید. نتایج این مطالعه پیشنهاد می‌کند به‌منظور کاهش ترس از شکست تحصیلی در دانش‌آموزان، شایسته است که مقوله شایستگی تحصیلی و خودشفقتی را در دانش‌آموزان تقویت نمود.

کلیدواژه‌ها

عنوان مقاله [English]

Testing and designing a model of the causal relationship between academic competence & self-compassion with fear of academic failure through achievement goals

نویسندگان [English]

  • Karim Sevari 1
  • fatemeh farzadi 2

1 Associate Professor of Payame Noor University, Iran

چکیده [English]

The present study examined the relationship between academic competence and self-compassion variables with fear of academic failure through goals of achievement. The statistical population of the study was male and female students of the second grade of high school in Ahvaz city. From this population, 300 people were selected by multistage random sampling. The present study is a descriptive-correlational type of path analysis. Research data were collected using the scales of academic competence, self-compassion, fear of academic failure, and goals of achievement. The results showed that after eliminating some of the non-significant direct relationships between the research variables, the fit of the proposed model was confirmed. The results indicate that there is a negative correlation between self-compassion and academic competence with fear of academic failure, there is a negative correlation between self-compassion with performance and avoidance goals, and there is positive correlation between self-compassion with mastery, and there is a positive between avoidance orientation with fear of academic failure, and there is negative correlation between mastery and performance goals. The results also showed that the indirect relationships of variable academic competence with achievement goals through fear of academic failure were non-meaningful, but the indirect relationship between self-compassion and fear of academic failure through these goals were significant. The results of this study suggest that in order to reduce the fear of academic failure in students, it is appropriate to reinforce the concept of academic competence and self-compassion in students.

کلیدواژه‌ها [English]

  • achievement goals
  • fear of academic failure
  • self-compassion
  • academic competence
Akin, A. (2008). Self-compassion and achievement goals: A structural equation modeling approach. Egitim Arastirmalari-Eurasian Journal of Educational Research, 31, 1-15.
Allen, A. B., & Leary, M. (2010). Self-compassion, stress, and coping. Social and Personality Psychology Compass, 4(2), 107-118.
Atashafroz, A. (2014). Designing and examining a pattern of some future and consequences of targeting in Ahwaz high school male students. Journal of Psychological Achievements, 4(2), 225-254. [Persian]
Baillargeon, S. (2017). Self-compassion and motivation: A meta-analysis. Journal of Applied Social Psychology, 43(8), 1-16.
Birney, R., Burdick, H., & Teevan, R. (1969). Fear of failure. Princeton, NJ: Van Nostrand.
Cheng, C., Lau, H. P., & Chan, M. P. (2014). Coping flexibility and psychological adjustment to stressful life changes: A meta-analytic review. Psychol. Bull, 140, 1582-1607.
Diperna, J. C. (2006). Academic enablers and student achievement: Implications for tassessment and intervention services in the schools. Psychology in the Schools, 43(1), 7-17.
Diperna, J. C., & Elliott, S. N. (1999). The development and validation of the Academic Competence Evaluation Scales. Journal of Psycho Educational Assessment, 17, 207-225.
Diseth, A. (2015). The advantages of task-based and other-based achievement goals as standards of competence. International Journal of Educational Research, 72, 59-69.
Duan, W., & Guo, P. (2015). Association between virtues and posttraumatic growth: preliminary evidence from a Chinese community sample after earthquake. Peer J, 3, 3-11.
Dweck, C. S. (1975). The role of expectations and attributions in the alleviation of learned helplessness. Journal of Personality and Social Psychology, 31(4), 674-685.
Elliot, A., & McGregor, H. (2001). Achievement goal framework. Journal of Personality and Social Psychology, 80, 501-509.
Ferradás Mdel, M., Freire, C., Valle, A., & Núñez, J. C. (2016). Academic goals and self-handicapping strategies in university students. The Spanish Journal of Psychology, 23(14), 101-110.
Foshee, C. M. (2013). Conditions that promote the academic performance of college students in a remedial nathematics course: Academic competence, academic resilience, and the learning environment. A dissertation presented in partial fulfillment of the requirements for the degree doctor of Philosophy, Arizona State University.
Ghadampour, E., Rashidi, F., Yousefvand, M., Enayati, & Maleki, S. (2018). The effectiveness of acceptance and commitment based therapy on changing self-compassion and emotional regulation in depressed couples. Psychological Studies, 15(1), 153-132. [Persian]
Haghbin, M., McCaffrey, A., & Pychyl, T. A. (2012). The complexity of the relation between fear of failure and procrastination. Journal of Rational-Emotive Cognitive-Behavior Therapy, 30, 249-263.
Hope, N. (2014). The role of self-compassion in goal pursuit and well-being among University freshmen. Self –Identity, 13, 579-593.
Kaplan, A., & Flum, H. (2010). Achievement goal orientations and identity formation styles. Educational Research Review, 5, 50-67.
Kareshki, H., Mirdoragh, F., & Hamzehlo, M. (2013). The role of students' achievement goals in their mental health. Quarterly Journal of Psychological Studies, 8(3), 159-178. [Persian]
Krieger‚ T., Sander Martig‚ D., Brink‚ E., & Berger‚ T. (2016). Working on self-compassion online: A proof of concept and feasibility study. Internet Interventions, 6, 64-70.
Kyeong, L. W. (2013). Self-compassion as a moderator of the relationship between academic burn-out and psychological health in Korean cyber university students. Pers Individ. Dif, 54, 899-902.
Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. NY: Springer Publishing Company.
Lin, Y. Y., Cherng, B. L., Chen, H. C., & Peng, S. L. (2017). The moderating affects of goal orientations and goal structures on test preparation strategies for Taiwanese students. Learning and Individual Differences, 56, 68-75.
Mah, D. K., & Ifenthaler, D. (2018). Students’ perceptions toward academic competencies: The case of German first-year students. Issues in Educational Research, 28(1), 120-137.
Maltais, C., Duchesne, S., Ratelle, C. F., & Feng, B. (2015). Attachment to the mother and achievement goal orientations at the beginning of middle school: The mediating role of academic competence and anxiety. Learning and Individual Differences, 39(1), 39-48.
Mamo, H., Gosa, G., & Hailu, B. (2017). Perception of university female students on factors affecting their academic performance and competency: A study from dire Dawa University, Ethiopia. Science Journal of Education, 5(5), 211-215.
Marin, M. F., Lord, C., Andrews, J., Juster, R. P., Sindi, S., Arsenault-Lapierre, G., et al. (2011). Chronic stress, cognitive functioning and mental health. Neurobiol. Learn. Mem, 96, 583-595.
Martin, A. J., & Marsh, H. W. (2008). Academic buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46(1), 53-83.
Nasiri, E., I., Pour-Safar, A., Taheri, M., SedighiPashaky, A., & Asadi-Louyeh, A. (2017).  Presenting the students’ academic achievement causal model based on goal orientation. J Adv Med Educ Prof, 5(4), 195-202.
Neff‚ K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward one self. Self and Identity, 2(2), 85-101.
Neff‚ K. D., Rude‚ S. S., & Kirkpatrick‚ K. L. (2007). An examination of self-compassion in relation to positive psychological functioning and personality traits. J Res Pers, 41(4), 908-16.
Neff, K. D., Hsieh, Y. P., & Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4(3), 263-287.
Nsiah, H. (2017). Fear of failure and the academic performance of students from low-income families. International Journal of Education and Social Science, 4(10), 19-26.
Odou‚ N., & Brinker‚ J. (2014). Exploring the relationship between rumination, self-compassion, and mood. Self and Identity, 13(4), 449-59.
Patzak, A.‚ Kollmayer‚ M.‚ & Schober‚ B. (2017). Buffering impostor feelings with kindness: The mediating role of self-compassion between gender-role orientation and the impostor phenomenon. Frontiers in Psychology, 8, 1-12.
Puspoky, B. (2018). Identity status, achievement goal orientation, and academic engagement. Honours thesis department of psychology King’s University College at Western University London, Canada.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.
Raes, F., Pommier E., Neff, K. D., & Van Gucht, D. (2011). Construction and factorial validation of a short form of the Self-Compassion Scale. Clin Psychol Psychother, 18(3), 250-5.
Rahmani Javanmard, S., & Mohamadi, S. (2016). The role positive and negative affect, fear of failure and goal achievement orientation in predicting academic procrastination amongst students. Knowledge & Research in Applied Psychology, 18(1), 110-118. (Persian)
Samaie, G., & Farahani, H. A. (2011). Self-compassion as a moderator of the relationship between rumination, self-reflection and stress. Social and Behavioral Sciences, 30, 978-982.
Sevari, K. (2017). Developing and validating the academic failure questionnaire. Unpublished research. [Persian]
Sevari, K. (2012). Develop and validate the Progress Goals Questionnaire. Unpublished research. [Persian]
Shahbazi, M., Rajabi, G., Maghami, E., & Jelodari, A. (2016). Confirmatory factor analysis of the Persian version of the self-compassion rating scale-revised. Journal Management System, 6(19), 31-46. [Persian]
Sideridis, D., & Kaplan, A. (2011). Achievement goals and persistence across tasks: The roles of failure and success. The Journal of Experimental Education, 79(4), 429-451.
Stuart, E. M. (2013). The relation of fear of failure, procrastination and self- efficacy to academic success in college for first and non first- generation students in a private non- selective institution. Doctor of education in the department of educational leadership.
Wacera, M., Mwaura, P. A. M., & Dinga, J. N. (2018). Relationship between achievement goal orientation and academic achievement among form three students in Kiambucounty, Kenya. International Journal of Education and Research, 6(4), 53-68.
Zhang, Y., Luo, X., Che, X., & Duan, W. (2017). Protective effect of self-compassion to emotional response among students with chronic academic stress. Front. Psychol, 7,1-6.