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International Journal of Psychology، جلد ۱۴، شماره ۱، صفحات ۱۳۵-۱۶۲
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| عنوان فارسی |
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| چکیده فارسی مقاله |
The research aimed to investigate the effect of self-construal on mathematical performance, mediated by 3× 2 achievement goals and math self-efficacy. The research sample comprised of 400 students who were selected via multi-stage sampling from a high schools located in Karaj-a city in Iran. The research tools included revised self-construal scale, 3×2 achievement goal questionnaire, and Mathematic self-efficacy scale. Data were analyzed using confirmatory factor analysis and structural equation modeling. Findings revealed that the proposed model of the research has acceptable goodness of fit. The analyses revealed that the direct effect of independent self-construal on the math self-efficacy and all the six goal-orientations were significant (p<.05). Moreover, the direct effect of interdependent self-construal on all goal orientations was also significant (p<.05) except for the direct effect of interdependent self-construal on the task-approach and self-approach goals. However, the direct effect of independent and interdependent self-construal on math performance and the direct effect of interdependent self-construal on math self-efficacy were not observed as significant. Bootstrap results show that the indirect effect of independent self-construal on Mathematical Self-Efficacy and Mathematical Performance is significant, and the indirect effect of self-approach on Mathematical Performance is also significant (p<.05). |
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| کلیدواژه‌های فارسی مقاله |
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| عنوان انگلیسی |
The Effect of Self-Construct on Mathematical Performance, Mediated by 3×2 Achievement Goals and Math Self-Efficacy |
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| چکیده انگلیسی مقاله |
The research aimed to investigate the effect of self-construal on mathematical performance, mediated by 3× 2 achievement goals and math self-efficacy. The research sample comprised of 400 students who were selected via multi-stage sampling from a high schools located in Karaj-a city in Iran. The research tools included revised self-construal scale, 3×2 achievement goal questionnaire, and Mathematic self-efficacy scale. Data were analyzed using confirmatory factor analysis and structural equation modeling. Findings revealed that the proposed model of the research has acceptable goodness of fit. The analyses revealed that the direct effect of independent self-construal on the math self-efficacy and all the six goal-orientations were significant (p<.05). Moreover, the direct effect of interdependent self-construal on all goal orientations was also significant (p<.05) except for the direct effect of interdependent self-construal on the task-approach and self-approach goals. However, the direct effect of independent and interdependent self-construal on math performance and the direct effect of interdependent self-construal on math self-efficacy were not observed as significant. Bootstrap results show that the indirect effect of independent self-construal on Mathematical Self-Efficacy and Mathematical Performance is significant, and the indirect effect of self-approach on Mathematical Performance is also significant (p<.05). |
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| کلیدواژه‌های انگلیسی مقاله |
self-construal, achievement goals, math self-efficacy, math performance. |
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| نویسندگان مقاله |
| Sana Panahipour
Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran
| Mehdi Arabzadeh
Department of Educational Psychology Kharazmi University, Tehran, Iran
Department of Educational Psychology Kharazmi University, Tehran, Iran.
| Pravin Kadivar
Department of Educational Psychology Kharazmi University, Tehran, Iran.
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| نشانی اینترنتی |
http://ijpb.ir/browse.php?a_code=A-10-1-16&slc_lang=en&sid=1 |
| فایل مقاله |
فایلی برای مقاله ذخیره نشده است |
| کد مقاله (doi) |
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| زبان مقاله منتشر شده |
en |
| موضوعات مقاله منتشر شده |
عمومی |
| نوع مقاله منتشر شده |
پژوهشی |
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