رابطه بین پنج عامل بزرگ شخصیت و رفتار غیرمولد تحصیلی با واسطه‌گری مهار ادراک‌شده: مدل‌یابی ساختاری
محورهای موضوعی : روانشناسی بالینی
مینا مهبد
1
(دانشجوی دکتری دانشگاه شیراز)
محبوبه فولادچنگ
2
(دانشیار دانشگاه شیراز)
کلید واژه: پنج عامل بزرگ شخصیت, رفتار غیرمولد تحصیلی, مهار ادراک‌شده,
چکیده مقاله :
پژوهش حاضر با هدف شناخت رابطه ساختاری ویژگیهای شخصیتی بر رفتار غیرمولد تحصیلی با واسطه‌گری مهار ادراک‌شده انجام شد. شرکت‌کنندگان پژوهش شامل 294 نفر از دانشجویان دانشگاه شیراز بودند که براساس روش نمونه‌برداری خوشه‌ای چندمرحله‌ای انتخاب شدند و پرسشنامه پنج عامل بزرگ شخصیت (گلدبرگ، 1999)، مقیاس مهار ادراک شده (پولهاس، 1983) و مقیاس رفتار غیرمولد تحصیلی (ریمکوس، 2012) را تکمیل کردند. نتایج تحلیل مسیر از نوع مدل‌یابی معادلات ساختاری نشان دادند مدل پیشنهادی با داده‌های این پژوهش برازش مناسبی دارد و اثر مستقیم برونگردی و وظیفه‌شناسی بر رفتار غیرمولد تحصیلی تأیید شد. همچنین مدل نشان داد وظیفه‌شناسی و برونگردی به واسطه مهار ادراک‌شده بر رفتار غیرمولد تحصیلی تأثیر دارد. نتایج بیانگر آن است که ویژگیهای وظیفه‌شناسی و برونگردی، سطح مهار ادراک‌شده را پیش‌بینی و مهار ادراک شده بروز رفتارهای غیرمولد تحصیلی فرد را تعیین می کند.
The aim of this study was to investigate the structural relationship between personality traits and counterproductive academic behavior through perceived control. The participants were 294 university students selected by multistage random cluster sampling method from Shiraz University. The participants completed the Big Five Factor Scale (Goldberg, 1999), the Spheres of Control Scale (Paulhus, 1983), and the Counterproductive Student Behavior Scale (Rimkus, 2012). The results indicated that the model had good fit indices. There were direct effects of extroversion and conscientiousness on counterproductive academic behavior. The extroversion and conscientiousness had an indirect effect on counterproductive academic behavior through perceived control. The findings suggested that conscientiousness and extroversion predicted perceived control and in turn perception of control determined level of counterproductive academic behavior.
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