روابط ساختاری سرمایه‌های روانشناختی و خودتعیین‌گری با اضطراب امتحان: نقش واسطه‌ای درگیری تحصیلی و سخت‌رویی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روانشناسی، دانشکده روانشناسی و علوم‌تربیتی دانشگاه سمنان، سمنان، ایران

2 دانشیار، گروه روانشناسی تربیتی، دانشکده روانشناسی و علوم‌تربیتی دانشگاه سمنان، سمنان، ایران

چکیده

چکیده
مقدمه: هدف پژوهش حاضر بررسی روابط ساختاری سرمایه های روانشناختی و خودتعیین گری با اضطراب امتحان: نقش واسطه‌ای درگیری تحصیلی و سخت رویی بود.
روش: طرح پژوهش همبستگی بود. جامعه آماری این پژوهش تمامی دانش‌آموزان دوره دوم متوسطه شهرستان سمنان در سال تحصیلی 98 - 1397 بودند. تعداد نمونه پژوهش 857 دانش‌آموز بود. ابزار جمع‌آوری داده‌ها شامل پرسشنامه اضطراب امتحان اهواز، سرمایه روان‌شناختی لوتانز و همکاران، خودتعیین‌گری دسی ریان، درگیری تحصیلی فردریکس و همکاران و پرسشنامه سخت رویی کوباسا بود. داده‌های حاصله با بهره گیری از نرم افزار SPSS و LISREL و با استفاده از مدل معادلات ساختاری تحلیل شد.
یافته‌ها: متغیرهای پنهان سرمایه‌های روانشناختی و خودتعیین‌گری، درگیری تحصیلی و سخت‌رویی دارای نشانگر بودند که یافته‌های مدل اندازه‌گیری نشان داد همه متغیرهای نشانگر بر سازه مکنون خود به طور معناداری بار شده‌اند. نتایج مدل ساختاری نیز نشان داد که متغیرهای سرمایه روانشناختی، خودتعیین‌گری، سخت‌رویی و درگیری تحصیلی اثرات منفی، مستقیم و معناداری بر اضطراب امتحان دارند. همچنین سرمایه‌های روانشناختی و خودتعیین‌گری با واسطه‌ای درگیری تحصیلی و سخت رویی بر اضطراب امتحان اثرات منفی، غیر مستقیم و نیز اثر کل منفی و معناداری دارند. این مدل در مجموع 49/0 واریانس اضطراب امتحان را پیش‌بینی کرد.
نتیجه‌گیری: با توجه به نتایج به دست آمده می توان از نقش متغیر های پیش بین برای کنترل و کاهش اضطراب امتحان استفاده کرد.

کلیدواژه‌ها


عنوان مقاله [English]

Structural Relationships of Psychological Capitalism and Self-Determination with Test Anxiety: The Mediating role was Academic Engagement and Hardiness

نویسندگان [English]

  • Sahar Eshghabadi 1
  • Ali Mohammad Rezaei, 2
  • Siavash talepasand 2
1 PhD student in Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
2 Associate Professor, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran
چکیده [English]

Introduction: This study aimed to investigate the structural relationships of psychological capital and self-determination with test anxiety: the mediating role was academic engagement and hardiness.
Method: The research design was correlational. The statistical population was all high school students in Semnan city in 2018-2019. The research samples were 857. Data collection tools included Ahvaz Test Anxiety Inventory, Luthans et all Psychological Capital Questionnaire, Deci Ryan Self-Determination Inventory, Fredericks et all Academic Engagement Scale, and Kobasa Hardiness Questionnaire. The obtained data were analyzed using SPSS and LISREL software and structural equation modeling.
Results: The latent variables of psychological capital and self-determination, academic engagement and hardiness had markers. The findings of the measurement model showed that all marker variables were significantly loaded on their latent structure. The results of the structural model also showed that the variables of psychological capital, self-determination, hardiness and academic engagement have negative, direct and significant effects on test anxiety. Also, psychological capital and self-determination have negative, indirect and significant negative and significant effects on test anxiety with mediating of academic involvement and hardiness. This model, overall, predicted the variance of test anxiety as 0.49.
Conclusion: The role of predictor variables can be used to control and the reduce test anxiety according to the obtained results.

کلیدواژه‌ها [English]

  • Keywords: Psychological capital
  • self-determination
  • test anxiety
  • academic engagement
  • Hardiness
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