نویسندگان
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گروه روانشناسی، دانشکده علوم انسانی واحد الیگودرز، دانشگاه آزاد اسلامی، الیگودرز، ایران.
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گروه علوم تربیتی، دانشکده علوم انسانی واحد الیگودرز، دانشگاه آزاد اسلامی، الیگودرز، ایران.
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نوع مقاله : مقاله پژوهشی
10.22038/hmed.2024.80940.1390
چکیده
مقدمه: پیشرفت تحصیلی یکی از شاخص های مهم در ارزیابی نظام آموزشی است و تمام کوشش ها و کنش های این نظام، در واقع برای جامه ی عمل پوشاندن به این امر است. این پژوهش با هدف تدوین مدل پیشرفت تحصیلی بر اساس انگیزه تحصیلی و کمال گرایی و نقش میانجی اضطراب امتحان دانشجویان دانشکده علوم پزشکی دانشگاه آزاد اسلامی الیگودرز انجام پذیرفت.
روش کار: این پژوهش از نوع توصیفی- همبستگی و در قالب تحلیل معادلات ساختاری انجام شد. جامعه آماری شامل 598 نفر دانشجویان دانشکده علوم پزشکی واحد الیگودرز در نیمسال دوم تحصیلی 1403-1402 که مشغول به تحصیل بودند را تشکیل شده است.جهت تعیین حجم نمونه از اصول تعیین حجم نمونه در مدلیابی معادلات ساختاری استفاده شد و تعداد 234 نفر و به روش تصادفی طبقه ای به عنوان نمونه انتخاب شد. ابزار جمع آوری داده‌ها از پرسشنامه استاندارد کمال گرایی هویت و فلت (1991)، اضطراب امتحان فریدمن و جاکوب (1997)، انگیزه تحصیلی هارتر (1980) و پیشرفت تحصیلی فام و تیلور (1994) استفاده شد. جهت تحلیل داده‌ها از نرم‌افزارهای آماری Spss 22 و Smart Pls استفاده شد.
نتایج: نتایج پژوهش نشان می‌دهد، که مدل پژوهش در کل به صورت قابل قبول با داده های جمع آوری شده برازش دارد. و مدل مفهومی پژوهش مورد تایید می باشد و همه ضرایب مستقیم و کل بین متغیرهای مستقل و پیشرفت تحصیلی در مدل از نظر آماری معنادار است. وپنج ضریب اصلی مسیر بین متغیرهای موجود در مدل در سطح 0/05 معنادار می باشد.
نتیجه گیری: دانشجویان اگر بتوانند افکار و باورهای منفی و ترس از نارضایتی خود در امتحان و ناامیدی را از خود دور نماید تا درگیر اضطراب امتحان نشود و بتواند با افکار و باورهای مثبت که ناشی از دانشجوی کمال گرا است اضطراب امتحان را به حداقل رساند و به پیشرفت تحصیلی منجر می شود.
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