جستجوی مقالات مرتبط با کلیدواژه « اهداف تبحری » در نشریات گروه « علوم انسانی »

This study investigated the role of student's achievement goals in their mental health. This study was a descriptive correlation study. Using Morgan's sampling table. sample of 600 students selected with using multistage cluster sampling from all students in Ferdowsi University of Mashhad, Iran during the academic year of 2009-2010. For gathering data, it was used two scales: Goldberger's General Health Questionnaire and Midgley's Goal Orientations Scale. Data were analyzed by Pearson's correlation coefficient and multiple regression analysis. Results of the Pearson correlation coefficient showed that all goal orientation components (mastery, performance-approach and performance-avoiding) had a significant negative relationship with mental health. Multiple regression analysis showed that among these three orientations, mastery and approach ones can predict mental health, while avoiding one cannot. Therefore, Considering the results and the predictability of mental health by master and performance-approach orientations, it is needed that educational systems tend to direct their students towards these orientations.

The purpose of this research was to investigate the effect of certain variables on educational achievement in the subject of math by applying the path analysis method. The variables were self-efficacy, competency goals, functional-approach goals, functional-avoidance goals, learning strategies, and persistence. Tehran secondary schools – that were public – were stratified and 389 boy and girl students from among the third grade students of the secondary schools were randomly selected. A questionnaire consisting of 6 subscales as mentioned above (the variables) were used, which were selected from valid sources. These sources included Miller et. al. (1996), and Middleton and Midgley (1997). Furthermore, the students’ final math exam grades were used to assess their achievement.Path analysis method was used for data analysis. The results revealed that there was a relatively good fit between the hypothesized model and the observed data. The direct effects of functional-approach goals, avoidance-approach goals, self-efficacy, learning strategies and persistence on mathematics achievement were confirmed. Self-efficacy had the most direct effect on mathematics achievement, compared to other variables of the proposed model. Competency goals had a significant indirect effect on mathematics achievement through self-efficacy, learning strategies and persistence. The mediating role of persistence between avoidance-approach goals and mathematics achievement was significant but small in magnitude.