چکیده:
ﻫﺪف: ﻫﺪف ﭘﮋوﻫﺶ ﺣﺎﺿﺮ ﺗﻌﻴﻴﻦ راﺑﻄﺔ ﺧﻮدﻛﺎرآﻣﺪی درAim: The purpose of this research is thedetermination of the relationship between self- ،اﺑﻌﺎد ﭘﻨﺞﮔﺎﻧﺔ ﺧﻮدﺗﻨﻈﻴﻤﻲ، ﺧﻮدﺑﺎوری، ﺧﻮدرﻫﺒﺮیefficacy with in it’s five aspects: (self-regulation, ﺧﻮدﺳﻨﺠﻲ و ﺧﻮدﺗﻬﻴﻴﺠﻲ ﺑﺎ اﻧﮕﻴﺰة ﭘﻴﺸﺮﻓﺖ در داﻧﺶآﻣﻮزانself-belief, self- monitoring, self-evaluation, self-stimulation) with achievement motivation of pre دﺧﺘﺮ ﺑﻮد. روش: روش ﭘﮋوﻫﺶ ﻫﻤﺒﺴﺘﮕﻲ و ﻧﻤﻮﻧﻪﮔﻴﺮی ﺑﻪuniversity female students in the City of Tehran in روش ﺗﺼﺎدﻓﻲ ﭼﻨﺪﻣﺮﺣﻠﻪای ﺑﻮد. ﺑﻪ اﻳﻦ ﻣﻨﻈﻮر 043 ﻧﻔﺮ از2009-2010. Method: Method is correlation with داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﻘﻄﻊ ﭘﻴﺶداﻧﺸﮕﺎﻫﻲ ﺷﻬﺮ ﺗﻬﺮان اﻧﺘﺨﺎبrandom multi stage sampling was used. 340 studentswere selected in Tehran. They were asked to (1970) و ﺑﻪ آزﻣﻮن ﺧﻮدﻛﺎرآﻣﺪی و اﻧﮕﻴﺰة ﭘﻴﺸﺮﻓﺖ ﻫﺮﻣﻨﺲcomplete Herman's Achievement Motivation ﭘﺎﺳﺦ دادﻧﺪ. دادهﻫﺎی ﭘﮋوﻫﺶ ﺑﺎ روش رﮔﺮﺳﻴﻮن ﭼﻨﺪﻣﺘﻐﻴﺮهQuestionnaire (1970) and the Self Efficacy (B.D.P.) ﺗﺤﻠﻴﻞ ﺷﺪ. ﻳﺎﻓﺘﻪﻫﺎ: ﻳﺎﻓﺘﻪﻫﺎ ﻧﺸﺎن داد ﺧﻮدﻛﺎرآﻣﺪی درQuestionnaires. Data was analyzed using inferentialstatistics (regression). Results: Findings of the ﭼﻬﺎر ﺑﻌﺪ ﺧﻮدرﻫﺒﺮی، ﺧﻮدﺗﻨﻈﻴﻤﻲ، ﺧﻮدﺗﻬﻴﻴﺠﻲ و ﺧﻮﺑﺎوریresearch showed that there was a significant ،ﺑﺎ اﻧﮕﻴﺰه ﭘﻴﺸﺮﻓﺖ راﺑﻄﻪ دارد. اﻣﺎ در ﺑﻌﺪ ﺧﻮدﺳﻨﺠﻲrelationship between the four aspects of self-efficacy(self-monitoring, self-regulation, self- stimulation, .ﺧﻮدﻛﺎرآﻣﺪی ﺑﺎ اﻧﮕﻴﺰة ﭘﻴﺸﺮﻓﺖ راﺑﻄﻪای ﻣﺸﺎﻫﺪه ﻧﺸﺪself-belief) and achievement motivation. But there ﻧﺘﻴﺠﻪﮔﻴﺮی: ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ اﻳﻦﻛﻪ ﺧﻮدﻛﺎرآﻣﺪی ﺑﺎ اﻧﮕﻴﺰهwas no significant relationship between self- ﭘﻴﺸﺮﻓﺖ ارﺗﺒﺎط دارد، ﻣﻲﺗﻮان ﺑﺎ اﻓﺰاﻳﺶ ﺧﻮدﻛﺎرآﻣﺪی ازevaluation of self- efficacy and achievementmotivation. Conclusion: There is a relationship ﻃﺮﻳﻖ اﻋﻤﺎل روشﻫﺎی ﻣﻨﺎﺳﺐ ﺗﺮﺑﻴﺘﻲ و ﻏﻨﻲ ﻛﺮدن ﻣﺤﻴﻂbetween achievement motivation and cognitive .ﭘﺮورﺷﻲ، اﻧﮕﻴﺰه ﭘﻴﺸﺮﻓﺖ را ارﺗﻘﺎ دادfactors of self-efficacy. On the other hand factors of
خلاصه ماشینی:
"Journal of Applied Psychology ﻓﺼﻠﻨﺎﻣﺔ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی Vol. 4, No. 1(13), Spring 2010, 95-109 95 -109 ،1389 ﺳﺎل4، ﺷﻤﺎره 1)31(، ﺑﻬﺎر راﺑﻄﺔ ﺧﻮدﻛﺎرآﻣﺪی ﺑﺎ اﻧﮕﻴﺰة ﭘﻴﺸﺮﻓﺖ در داﻧﺶآﻣﻮزان دﺧﺘﺮ ﭘﻴﺶداﻧﺸﮕﺎﻫﻲ Relationship between self-efficacy with achievement motivation in pre-university girl students M.
دﺧﺘﺮ ﭘﻴﺶداﻧﺸﮕﺎﻫﻲ Key words: achievement motivational, pre-university girls students, self- efficacy 1389/3/29 :درﻳﺎﻓﺖ ﻣﻘﺎﻟﻪ: 9/21/8831؛ درﻳﺎﻓﺖ ﻧﺴﺨﻪ ﻧﻬﺎﻳﻲ: 3/2/9831؛ ﭘﺬﻳﺮش ﻣﻘﺎﻟﻪ ﻣﻬﺮﻧﻮش ﻋﺒﺎﺳﻴﺎنﻓﺮد، ﻫﺎدی ﺑﻬﺮاﻣﻲ و ﻗﺪﺳﻲ اﺣﻘﺮ ﻣﻘﺪﻣﻪ اﻧﮕﻴﺰش ﻣﺘﻐﻴﺮی ﻓﺮﺿﻲ اﺳﺖ ﻛﻪ روانﺷﻨﺎﺳﺎن ﺗﺮﺑﻴﺘﻲ ﺑﻮد و ﻧﺒﻮد و درﺟﺎت آن را در داﻧﺶآﻣﻮزان از راه ﻣﺸﺎﻫﺪة رﻓﺘﺎر و ﻳﺎ ﻧﻤﺮات درﺳﻲ در ﻓﻀﺎی آﻣﻮزﺷﻲ اﺳﺘﻨﺒﺎط ﻣﻲﻛﻨﻨﺪ )رﻳﻮ1، 5002(.
Bloom ﻓﺼﻠﻨﺎﻣﺔ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره 1 )31( ﺑﻬﺎر 9831 89 راﺑﻄﺔ ﺧﻮدﻛﺎرآﻣﺪی ﺑﺎ اﻧﮕﻴﺰه ﭘﻴﺸﺮﻓﺖ در داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﭘﮋوﻫﺶ ﻃﺎﻫﺮی )7831( ﻧﺸﺎن داد ﻛﻪ راﺑﻄﺔ ﺑﻴﻦ ﺧﻮدﺗﻨﻈﻴﻤﻲ و اﻧﮕﻴﺰة ﭘﻴﺸﺮﻓﺖ داﻧﺶآﻣﻮزان دﺧﺘﺮ ﻣﺜﺒﺖ و ﻣﻌﻨﻲدار اﺳﺖ.
در اﻳﻦ راﺳﺘﺎ ﭘﮋوﻫﺸﮕﺮ ﺳﻌﻲ دارد ﺑﻪ واﺳﻄﻪ اﻳﻦ ﭘﮋوﻫﺶ ﻧﺸﺎن دﻫﺪ ﻛﻪ ﺧﻮدﻛﺎرآﻣﺪی ﻳﻚ ﻧﻤﺮه ﻋﻤﻮﻣﻲ و ﻛﻠﻲ ﻧﺒﻮده و ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﻣﺆﻟﻔﻪﻫﺎی آن ﻗﺮار داﺷﺘﻪ و ﻫﻤﭽﻨﻴﻦ ﺗﺄﻛﻴﺪ ﺑﺮ اﻫﻤﻴﺖ راﺑﻄﻪ اﻳﻦ وﻳﮋﮔﻲ ﺷﻨﺎﺧﺘﻲ ﺑﺎ اﻧﮕﻴﺰه ﭘﻴﺸﺮﻓﺖ را ﺑﻴﺶ از ﭘﻴﺶ ﺑﺮای واﻟﺪﻳﻦ، ﻣﺮﺑﻴﺎن آﻣﻮزﺷﻲ و ﻣﺴﺌﻮﻟﻴﻦ آﻣﻮزش و ﭘﺮورش ﻣﻬﻢ ﺟﻠﻮه دﻫﺪ.
Harteer ﻓﺼﻠﻨﺎﻣﺔ روانﺷﻨﺎﺳﻲ ﻛﺎرﺑﺮدی/ ﺳﺎل4/ ﺷﻤﺎره 1 )31( ﺑﻬﺎر 9831 401 راﺑﻄﺔ ﺧﻮدﻛﺎرآﻣﺪی ﺑﺎ اﻧﮕﻴﺰه ﭘﻴﺸﺮﻓﺖ در داﻧﺶ آﻣﻮزان دﺧﺘﺮ ﻧﻘﺶ واﺳﻄﻪای اﻳﻦ ﺑﺎورﻫﺎ اﻳﻦ اﺳﺖ ﻛﻪ آنﻫﺎ ﺗﺒﻴﻴﻦ ﻣﻲﻛﻨﻨﺪ ﭼﺮا اﻓﺮاد ﺑﺎ ﻣﻬﺎرتﻫﺎ و داﻧﺶ ﻣﺸﺎﺑﻪ ﻋﻤﻜﺮدﻫﺎی ﻣﺘﻔﺎوﺗﻲ دارﻧﺪ )ﺑﻨﺪورا، 6891(؛ زﻳﺮا ﺧﻮدﺑﺎوری ﻗﻮی درﻣﻮرد ﺗﻮاﻧﺎﻳﻲﻫﺎی اﻓﺮاد اﻧﮕﻴﺰة ﭘﻴﺸﺮﻓﺖ ﺑﺎﻻﻳﻲ ﻧﻴﺰ ﺑﻪ ﻫﻤﺮاه ﺧﻮاﻫﺪ داﺷﺖ."