fa رابطه ساده و چندگانه خودکارآمدی، اهداف پیشرفت و انگیزه پیشرفت در پیش‌بینی پیشرفت تحصیلی دانشجویان دانشگاه علوم پزشکی سمنان شيوه هاي آموزش Teaching Methods پژوهشی اصیل Original research article <div style="BORDER-BOTTOM: #0070c0 3pt solid BORDER-LEFT: #0070c0 3pt solid PADDING-BOTTOM: 1pt PADDING-LEFT: 4pt PADDING-RIGHT: 4pt BACKGROUND: #dbe5f1 BORDER-TOP: #0070c0 3pt solid BORDER-RIGHT: #0070c0 3pt solid PADDING-TOP: 1pt mso-element: para-border-div mso-background-themecolor: accent1 mso-background-themetint: 51"><p class="MsoNormal" style="BORDER-BOTTOM: medium none TEXT-JUSTIFY: inter-ideograph TEXT-ALIGN: justify BORDER-LEFT: medium none PADDING-BOTTOM: 0cm LINE-HEIGHT: normal MARGIN: 0cm 0cm 0pt PADDING-LEFT: 0cm PADDING-RIGHT: 0cm BACKGROUND: #dbe5f1 BORDER-TOP: medium none BORDER-RIGHT: medium none PADDING-TOP: 0cm mso-pagination: none mso-background-themecolor: accent1 mso-background-themetint: 51 mso-border-alt: solid #0070C0 3.0pt mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt" dir="rtl"><font style="BACKGROUND-COLOR: #dbe5f1"><b><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt">مقدمه: </span></b><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt">عملکرد تحصیلی در هر جامعه نشان‌دهنده موفقیت نظام آموزشی در زمینه هدف‌یابی و توجه به رفع نیازهای فردی است. بنابراین هدف از مطالعه حاضر تعیین ارتباط بین خودکارآمدی، اهداف پیشرفت و انگیزه پیشرفت با پیشرفت تحصیلی بود.</span><span lang="FA" style="FONT-FAMILY: "B Yagut" mso-bidi-font-size: 12.0pt"><p></p></span></font></p><p class="MsoNormal" style="BORDER-BOTTOM: medium none TEXT-JUSTIFY: inter-ideograph TEXT-ALIGN: justify BORDER-LEFT: medium none PADDING-BOTTOM: 0cm LINE-HEIGHT: normal MARGIN: 0cm 0cm 0pt PADDING-LEFT: 0cm PADDING-RIGHT: 0cm BACKGROUND: #dbe5f1 BORDER-TOP: medium none BORDER-RIGHT: medium none PADDING-TOP: 0cm mso-pagination: none mso-background-themecolor: accent1 mso-background-themetint: 51 mso-border-alt: solid #0070C0 3.0pt mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt" dir="rtl"><font style="BACKGROUND-COLOR: #dbe5f1"><b><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt">روش‌ها: </span></b><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt">در این مطالعه همبستگی تعداد 400 نفر دانشجو از دانشگاه علوم پزشکی سمنان در سال تحصیلی 1392، با استفاده از روش نمونه‌گیری طبقه‌ای انتخاب و به پرسشنامه انگیزه پیشرفت، پرسشنامه اهداف پیشرفت الیوت و مک گریگور و پرسشنامه خودکارآمدی عمومی شوارزر و جروسالم پاسخ دادند. داده‌ها با استفاده از همبستگی پیرسون و رگرسیون چندگانه تحلیل شد.</span><span lang="FA" style="FONT-FAMILY: "B Yagut" mso-bidi-font-size: 12.0pt"><p></p></span></font></p><p class="MsoNormal" style="BORDER-BOTTOM: medium none TEXT-JUSTIFY: inter-ideograph TEXT-ALIGN: justify BORDER-LEFT: medium none PADDING-BOTTOM: 0cm LINE-HEIGHT: normal MARGIN: 0cm 0cm 0pt PADDING-LEFT: 0cm PADDING-RIGHT: 0cm BACKGROUND: #dbe5f1 BORDER-TOP: medium none BORDER-RIGHT: medium none PADDING-TOP: 0cm mso-pagination: none mso-background-themecolor: accent1 mso-background-themetint: 51 mso-border-alt: solid #0070C0 3.0pt mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt" dir="rtl"><font style="BACKGROUND-COLOR: #dbe5f1"><b><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt">نتایج: </span></b><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt">از بین متغیرهای مورد بررسی، متغیر خودکارآمدی و اهداف پیشرفت تبحرگرا نقش معنا‌داری در تبیین واریانس پیشرفت تحصیلی دارند و مجموعاً 41 درصد از واریانس پیشرفت تحصیلی را تبیین می‌کنند. ضریب بتا برای خودکارآمدی (533/0</span><font size="3"><span lang="FA" style="FONT-FAMILY: "B Mitra" mso-bidi-font-size: 12.0pt">=</span><font face="Times New Roman"><span style="mso-bidi-font-size: 12.0pt mso-bidi-font-family: 'B Mitra'" dir="ltr">β</span><span dir="rtl"></span><span dir="rtl"></span></font></font><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt"><span dir="rtl"></span><span dir="rtl"></span> و 0001/0</span><font size="3"><span lang="FA" style="FONT-FAMILY: "B Mitra" mso-bidi-font-size: 12.0pt">=</span><font face="Times New Roman"><span style="mso-bidi-font-size: 12.0pt mso-bidi-font-family: 'B Mitra'" dir="ltr">p</span><span dir="rtl"></span><span dir="rtl"></span></font></font><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt"><span dir="rtl"></span><span dir="rtl"></span>) و برای اهداف تبحرگرا (223/0</span><font size="3"><span lang="FA" style="FONT-FAMILY: "B Mitra" mso-bidi-font-size: 12.0pt">=</span><font face="Times New Roman"><span style="mso-bidi-font-size: 12.0pt mso-bidi-font-family: 'B Mitra'" dir="ltr">β</span><span dir="rtl"></span><span dir="rtl"></span></font><span style="FONT-FAMILY: "B Mitra" mso-bidi-font-size: 12.0pt"><span dir="rtl"></span><span dir="rtl"></span> </span></font><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt">و 0001/0</span><font size="3"><font face="Times New Roman"><span style="mso-bidi-font-size: 12.0pt mso-bidi-font-family: 'B Mitra'" dir="ltr">p=</span><span dir="rtl"></span><span dir="rtl"></span></font></font><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt"><span dir="rtl"></span><span dir="rtl"></span>) به دست آمد.</span><span lang="FA" style="FONT-FAMILY: "B Yagut" mso-bidi-font-size: 12.0pt"><p></p></span></font></p><p class="MsoNormal" style="BORDER-BOTTOM: medium none TEXT-JUSTIFY: inter-ideograph TEXT-ALIGN: justify BORDER-LEFT: medium none PADDING-BOTTOM: 0cm LINE-HEIGHT: normal MARGIN: 0cm 0cm 0pt PADDING-LEFT: 0cm PADDING-RIGHT: 0cm BACKGROUND: #dbe5f1 BORDER-TOP: medium none BORDER-RIGHT: medium none PADDING-TOP: 0cm mso-pagination: none mso-background-themecolor: accent1 mso-background-themetint: 51 mso-border-alt: solid #0070C0 3.0pt mso-padding-alt: 1.0pt 4.0pt 1.0pt 4.0pt" dir="rtl"><font style="BACKGROUND-COLOR: #dbe5f1"><b><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt">نتیجه‌گیری: </span></b><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 13pt">در مجموع نتایج این پژوهش نشان داد که متغیرهای خودکارآمدی و اهداف پیشرفت تبحرگرا رابطه معناداری در تبیین پیشرفت تحصیلی دارند و می‌توان از این متغیرها برای پیشرفت‌های آتی دانشجویان بهره برد.</span><span lang="FA" style="FONT-FAMILY: "B Mitra" FONT-SIZE: 9pt"><p></p></span></font></p></div> <p class="MsoNormal" style="TEXT-JUSTIFY: inter-ideograph TEXT-ALIGN: justify LINE-HEIGHT: normal MARGIN: 0cm 0cm 0pt unicode-bidi: embed DIRECTION: ltr mso-pagination: none"><font face="Times New Roman"><b><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi">Introduction</span></b><b><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt mso-bidi-font-family: 'B Nazanin'">: </span></b><i><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi">Academic performance in each society reflects the educational system’s success in targeting and paying attention to meet individual needs.</span></i><i><span style="mso-bidi-font-size: 12.0pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi"><font size="3"> </font></span></i><i><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi">Hence, this study aimed to determine the relationship between self-efficacy, achievement goals, and achievement motivation with academic achievement.<p></p></span></i></font></p><p class="MsoNormal" style="TEXT-JUSTIFY: inter-ideograph TEXT-ALIGN: justify LINE-HEIGHT: normal MARGIN: 0cm 0cm 0pt unicode-bidi: embed DIRECTION: ltr mso-pagination: none"><font face="Times New Roman"><b><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi">Methods</span></b><b><span style="FONT-SIZE: 11pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi">: </span></b><i><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi">In this correlational study, 400 students were selected through stratified sampling method in 2013 academic year. Participants completed achievement motivation questionnaire, Elliot and McGregor’s achievement goals questionnaire and Schwarzer and Jerusalem’s general self-efficacy questionnaire. Data were analyzed using Pearson correlation and multiple regression.<p></p></span></i></font></p><p class="MsoNormal" style="TEXT-JUSTIFY: inter-ideograph TEXT-ALIGN: justify LINE-HEIGHT: normal MARGIN: 0cm 0cm 0pt unicode-bidi: embed DIRECTION: ltr mso-pagination: none"><font face="Times New Roman"><b><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi">Results:</span></b><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi"> <i>Results showed that among the investigated variables, self-efficacy and mastery-oriented achievement goals had a significant role in explaining the variance in academic achievement, and could explain totally 41% of the variance in academic achievement. Beta coefficients obtained were (β=0.533 and p=0.0001) and (β=0.223 and p=0.0001) for self-efficacy and mastery-oriented achievement goals respectively.<p></p></i></span></font></p><p class="MsoNormal" style="TEXT-JUSTIFY: inter-ideograph TEXT-ALIGN: justify LINE-HEIGHT: normal MARGIN: 0cm 0cm 0pt unicode-bidi: embed DIRECTION: ltr mso-pagination: none"><font face="Times New Roman"><b><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt">Conclusion</span></b><span style="FONT-SIZE: 11pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi">:</span><span style="FONT-SIZE: 11pt mso-bidi-font-size: 10.0pt mso-ascii-font-family: 'Times New Roman' mso-ascii-theme-font: major-bidi mso-hansi-font-family: 'Times New Roman' mso-hansi-theme-font: major-bidi mso-bidi-font-family: 'Times New Roman' mso-bidi-theme-font: major-bidi"> <i>In general, the results of this study showed that the self-efficacy and mastery-oriented achievement goals have a significant relationship in explaining academic achievement and they can be used for students’ further progress.<p></p></i></span></font></p> اهداف پیشرفت, خودکارآمدی, پیشرفت تحصیلی, انگیزه پیشرفت, دانشجویان علوم پزشکی. Achievement goals, self-efficacy, academic achievement, achievement motivation, medical sciences students. 796 805 http://ijme.mui.ac.ir/browse.php?a_code=A-10-2651-1&slc_lang=fa&sid=1 afzal akbari balootbangan افضل اکبری بلوط بنگان akbariafzal@ymail.com 7000319475328460044797 7000319475328460044797 Yes . () PhD Student of Educational Psychology, Faculty of Psychology and Educational Sciences, Semnan University, Semnan, Iran. Email: Akbariafzal@ymail.com افضل اکبری بلوطبنگان، دانشجوی دکتری روانشناسی تربیتی، دانشکده روانشناسی و علوم تربیتی دانشگاه سمنان، سمنان، ایران. akbariafzal@ymail.com