خودناتوانسازی براساس فرایندهای خانواده: اثر واسطهای خودکارآمدی تحصیلی
محورهای موضوعی : روان شناسی تحولی
مینا مهبد
1
(دانشجوی دکتری دانشگاه شیراز)
راضیه شیخ‌الاسلامی
2
(دانشیار دانشگاه شیراز)
کلید واژه: خودکارآمدی تحصیلی, خودناتوانسازی, فرایندهای خانواده,
چکیده مقاله :
پژوهش حاضر با هدف تعیین رابطه فرایندهای خانواده، خودکارآمدی تحصیلی و خودناتوان سازی دانشجویان دانشگاه انجام پذیرفت. شرکت‌کنندگان پژوهش شامل 335 نفر (208 دختر و 127 پسر) از دانشجویان دانشگاه شیراز بودند که براساس روش نمونه‌برداری خوشه‌ای چندمرحله‌ای تصادفی انتخاب شدند. به منظور بررسی متغیرهای پژوهش هر یک از شرکت‌کنندگان مقیاس فرایندهای خانواده نوجوان ازدمیر، وازسونی و کوک، 2013)، مقیاس خودکارآمدی تحصیلی (گرین و دیگران، 2004)، و مقیاس خودناتوان سازی (جونز و رادوالت، 1979) را تکمیل کردند. نتایج تحلیل رگرسیون چندگانه همزمان نشان دادند: الف) ابعاد فرایندهای خانواده (نزدیکی و تأیید همسال) خودناتوان سازی را به طور منفی پیش بینی می کنند، ب) ابعاد خانواده (نزدیکی و تأیید همسال) پیش بینی‌کننده مثبت خودکارآمدی تحصیلی است، ج) خودکارآمدی تحصیلی به طور منفی پیش بینی کننده خودناتوان سازی است. در مجموع، نتایج نشان دادند خودکارآمدی تحصیلی می تواند به عنوان متغیر واسطه ای بین دو بعد فرایندهای خانواده (نزدیکی به والدین و تأیید همسال از سوی والدین) و خودناتوان سازی در نظر گرفته شود.
The present study examined the relations among family processes, academic self-efficacy, and self-handicapping. Three hundred and thirty five students (208 females,127 males) were selected by multistage random cluster sampling from Shiraz University. The participants completed the Adolescent Family Process Measure (Ozdemir, Vazsonyi & Cok, 2013), the Academic Self-efficacy Scale (Greene el al., 2004), and the Self-handicapping Scale (Jones & Rhodewalt, 1979). The results of simultaneous regression analysis indicated that a) dimensions of family processes (closeness and peer approval) predicted self-handicapping negatively, b) dimensions of family processes (closeness and peer approval) predicted self-efficacy positively, c) self-efficacy predicted self-handicapping negatively. The findings suggested that academic self-efficacy could be regarded as a mediator between family processes (closeness and peer approval) and self-handicapping.
تنهایرشوانلو، ف. و حجازی، ا. (1390). درگیری، حمایت از خودمختاری و گرمی پدر و مادر: پیشبینیکنندههای عزت نفس نوجوانان. مجله علوم رفتاری، 5(4)، 350-343.
حجازی، ا. و نقش، ز. (1387). الگوی ساختاری رابطه ادراک از ساختار کلاس، اهداف پیشرفت، خودکارآمدی و خودنظمبخشی در درس ریاضی. تازههای علوم شناختی،10(4)، 38-27.
حیدری، م.، دهقانی، م. و خداپناهی، م. ک. (1388). بررسی تأثیر شیوه فرزندپروری ادراکشده و جنس بر خودناتوانسازی. خانواده پژوهی، 5(2)، 137-125.
ذبیحالهی، ک.، یزدانیورزنه، م. ج. و غلامعلیلواسانی، م. (1391). خودکارآمدی تحصیلی و خودناتوانسازی در دانشآموزان دبیرستانی. روانشناسی تحولی: روانشناسان ایرانی،34(9)، 212-203.
سامانی، س. و صادقزاده، م. (1386). بررسی خودگسستگی در نوجوانان براساس مدل فرایند و محتوای خانواده. فصلنامه مطالعات تربیتی و روانشناسی، 30، 124-111.
شمس، ف. و تابعبردبار، ف. (1390). نقش واسطهای خودکارآمدی تحصیلی در رابطه جهتگیری هدف و عملکرد ریاضی. روشها و مدلهای روانشناختی، 3(1)، 83-96.
فولادوند،خ.، فرزاد، و. و شهرآرای، م. (1387). اثر حمایت اجتماعی، استرس تحصیلی و خودکارآمدی تحصیلی بر سلامت روان. مجموعه مقالات چهارمین سمینار سراسری بهداشت روانی دانشجویان، دانشگاه شیراز.
Akin, A., Abaci, R., & Akin, U. (2011). Self-handicapping: A conceptual analysis. Inter-national Online Journal of Educational Sciences, 3, 1155-1168.
Ainsworth, M. D. S. (1982). Attachment: Retrospect and prospect. In C. M. Parkes & J. Stevenson-Hinde (Eds.), The place of attachment in human behavior. New York: Basic Books.
Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood cliffs, Ng: Prentice Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. USA: W. H. Freeman.
Bandura, A., Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Regali, C. (2001). Sociocognitive self-regulatory mechanisms governing transgressive behavior. Journal of Personality and Social Psychology, 80 (1), 125-135.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical con-siderations. Journal of Personality and Social Psy-chology, 51, 1173-1182.
Barzegar, K., & Khezri, H. (2012). Predicting academic cheating among the fifth grade students: The role of self-efficacy and academic self-handicapping. Journal of Life Science and Biomedicine, 2, 1-6.
Berglas, S., & Jones, E. E. (1978). Drug choice as a self-handicapping strategy in response to non con-tingent success. Journal of Personality and Social Psychology, 36, 405-417.
Bowlby, J. (1982). Attachment and Loss (Vol.1): Attachment. (2nd ed). New York: Basic Books.
Carroll, A., Houghton, S., Wood, R., Unsworth, K., Hattie, J., Gordon, L., & Bower, J. (2009). Self-efficacy and academic achievement in Australian high school students: The mediating effects of aca-demic aspirations and delinquency. Journal of Adolescence, 32, 797-817.
Chao, R. K. (2001). Extending research on the consequences of parenting style for Chinese Americans and European-Americans. Child Deve-lopment, 72 (6), 1832-1843.
Chirkov, V. I., & Ryan, R. M. (2001). Parent and teacher autonomy-support in Russian and U.S. adolescents: Common effects on well-being and academic motivation. Journal of Cross-Cultural Psychology, 32 (5), 618-635.
Conte, H. R., Plutchik, R., Picard, S., Buck, L., & Byram Karasu, T. (1996). Gender differences in recalled parental childrearing behaviors and adult self-esteem. Comprehensive Psychiatry, 37 (3), 66-157.
Coudevylle, G. M., MartinGinis, K. A., & Famos, J. P. (2008). Determinants of self-handicapping strategies in sport and their effects on athletic performance. Social Behavior and Personality, 36, 391-398.
Coudevylle, G. R., Gernigon, C., & MartinGinis, K. A. (2011). Self-esteem, self-confidence, anxiety and claimed self-handicapping: A mediational analysis. Psychology of Sport and Exercise, 12, 670-675.
Dupree Shilelds, C. (2007). The relationship between goal orientation, parenting style, and self-handi-capping in adolescents. Unpublished doctoral dissertation, University of Alabama: Alabama.
Eccles, J. S., Early, D., Fraser, K., Belansky, E., & McCarthy, K. (1997). The relation of connection, regulation, and support for autonomy to adolescents’ functioning. Journal of Adolescent Research, 12 (2), 263-286.
Elaine Shaw, N. B. A. (2008). The relationships between perceived parenting style, academic self-efficacy and college adjustment of freshman engineering students. Master thesis, University of North Texas.
Fan, W., & Williams, C. M. (2010). The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Journal of Educational Psychology, 30 (1), 53-74.
Frank, G., Plunkett, S. W., & Otten, M. P. (2010). Perceived parenting, self-esteem, and general self-efficacy of Iranian-American adolescents. Journal of Child & Family Studies, 19, 738-746.
Gadbois, S. A., & Sturgeon, R. D. (2011). Academic self-handicapping: Relationships with learning specific and general self-perceptions and academic performance over time. British Journal of Edu-cational Psychology, 81, 207-222.
Gray, M., & Steinberg, L. (1999). Unpacking autho-ritative parenting: Reassessing a multidimensional construct. Journal of Marriage and the Family, 61, 574-587.
Greaven, S. H., Santor, D. A., Thompson, R., & Zuroff, D. C. (2000). Adolescent self-handicapping, dep-ressive affect, and maternal parenting style. Journal of Youth and Adolescence,29, 631-646.
Greene, B. A., Miller, R. B., Crowson, M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: contributions of classroom perceptions and moti-vation. Contemporary Educational Psycho-logy, 29, 462-482.
Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49, 233-240.
Hayaki, J., Herman, D. S., Hagerty C. E., de Dios, M. A., Anderson, B. J., & Stein, M. D. (2011). Expectancies and self-efficacy mediate the effects of impulsivity on marijuana use outcomes: An application of the acquired preparedness model. Additive behavior, 36 (4), 389-396.
Hirabayashi, K. E. (2005). The role of parenting style on self handicapping and defensive pessimism in Asian-American college students. Unpublished doc-toral dissertation. University of southern California: California.
Holden, G. W., & Miller, P. C. (1999). Enduring and different: A meta-analysis of the similarity in parents’ child rearing. Psychological Bulletin, 125(2), 223-254.
Hosseini, F. S., & Khayyer, M. (2011). Scrutinizing the role of cognitive appraisal in mediating parenting influences on students academic emotions and emotional regulation. Studies in Learning & Instruction, 3 (1), 8-10.
Jones, E. E., &Rhodewalt, F. (1982). The Self-Handicapping Scale. Retrieved October10, 2005, from http://www.psych.utah.edu/people/ faculty/ rhodewalt/handicapsurvey.pdf
Koldtiz, R. A., & Arkin, R. M. (1982). An impression management interpretation of the self-handicapping strategy. Journal of Personality and Social psychology,43(3), 492-502.
Kuczka, K. K., & Treasure, D. C. (2005). Self-handicapping in competitive sport: Influence of the motivational climate, self-efficacy, and perceived importance. Psychology of Sport and Exercise, 6, 539-550.
Lent, R. W. (2004). Toward unifying theoretical and practical perspective on well-being psycho-social adjustment. Journal of Counseling Psychology, 51, 482-509.
Lim, V. K. G., & Leng-Loo, G. (2001). Effects of paternal job insecurity and parenting behaviors on youth’s self-efficacy and work attitudes. Journal of Vocational Behavior, 63 (2), 86-98.
Martin, K. A., & Brawley, L. R. (2002). Self-handicapping in physical achievement settings: The contributions of self-esteem and self-efficacy. Self and Identity, 1, 337-351.
Midgley, C., & Urdan, T. (2001). Academic self-handicapping: What we know, what more there is to learn. Educational Psychology Review, 13, 115-138.
Muris, P., Schmidt, H., Lambichs, R., & Meesters, C. (2001). Protective and vulnerability factors of depression in normal adolescents. Behavior Research and Therapy, 39, 555-565.
Neuenschwander, M. P., Vida, M., Garrett, J. L., & Eccles, J. S. (2007). Parents' expectations and students' achievement in two western nations. International Journal of Behavioral Development, 31, 594-595.
Ozdemir, Y., Vazsonyi, A. T., & Cok, F. (2013). Parenting processes and aggression: The role of self-control among Turkish adolescents. Journal of Adolescence, 36, 65-77.
Pulford, B. D., Johnson, A., & Awaida, M. (2005). A cross-cultural study of predictors of self-handicapping in university students. Personality and Individual Differences, 39, 727-737.
Rhodewalt, F., & Vohs, K. (2005). Defensive strategies, motivation, and the self: A self-regulatory process view. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 548-565). New York: Guilford Press.
Rhodewalt, F. (1990). Self-handicappers: Individual differences in the preference for anticipatory, self-protective acts. In R. L. Higgins, C. R. Snyder, & S. Berglas (Eds.), Self-handicapping: The paradox that isn't (pp.69-106). New York: Plenum Press.
Rhodewalt, F., Morf, C., Hazlett, S., & Faifeild, M. (1991). Self-handicapping: The role of discount-ting and augmentation in the preservation of self-system. Journal of Personality and Social Psy-chology, 61, 122-131.
Rhodewalt, F., Saltzman, A. T., & Wittmer, J. (1984). Self-handicapping among competitive athletes: The role of practice in self-esteem pro-tection. Basic and Applied Social Psychology, 5, 197-209.
Richardson, D. E. (2007). Self-efficacy and self-handi-capping: A cross-cultural comparison between adolescents in Bahama and the United States. MA Dissertation, Roosevelt University.
Ryan, R., & Deci, E. (2000). Self-determination theory and facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55 (1), 68-78.
Samani, S. (2010). Family types in the family process and content model. Procedia-Social and Beha-vioral Sciences, 5, 727-732.
Scarpate, M., Vazsonyi, A. T., Burcu, E., Torrente, G., & Sheu, J. (2008). Revisiting "The Exotic Enterprise: The adolescent family process measure in Slovenian, Spanish, Taiwanese, and Turkish youth. Paper presented at The 12th Biennial Meetings of the Society for Research on Ado-lescence, Chicago, IL, USA.
Steinberg, L., & Silk, J. S. (2002). Parenting ado-lescents.In M. H. Bornstein (Eds.), Handbook of parenting (Vol. 1, pp. 103-133). Mahwah, NJ: Erlbaum.
Uysal, A., & Knee, C. R. (2012). Low trait self-control predicts self-handicapping. Journal of Personality, 80, 59-78.
Vazsonyi, A. T., Hibert, J. R., & Snider, J. B.(2003). Exotic enterprise no more? Adolescent reports of family and parenting processes from youth in four countries. Journal of Research on Adolescence, 13 (2), 129-160.
Want, J., & Kleitman, S. (2006). Imposter phenomenon and self-handicapping: Links with parenting styles and self-confidence. Personality and Individual Differences, 40, 961-971.
Yamawaki, N., Nelson, J. A. P., & Omori, M. (2011). Self-esteem and life satisfaction as mediators between parental bonding and psychological well being in Japanese young adults. International Journal of Psychology and Counseling, 3(1), 1-8.
Zukerman, N., & Tsai, F. F. (2005). Costs of self-handi-capping. Journal of Personality, 73 (2), 411-442.
Zulla, R. (2008). Parental attachment, caretaking responsibilities and self-efficacy in the adjust-ment of Canadian immigrants. MA thesis, Unive-rsity of Alberta
