( ) : 90/11/11 : 91/03/28 : 91/07/10 : ) ( (ASQ) (SHS) (MANCOVA). ( ).. : * ( ) ** ***

Transkript

1 ( ) : 90// : 9/03/8 : 9/07/0 : ) 00...( (ASQ) (SHS) (MANCOVA). ( ).. : * heidarisakineh@yahoo.com ( ) ** ***

2 ( ) ( ) ( ).(005 ) (009 ) :.(00 ) 7.(00 )... - Urdan & Turner - attribution style 3- locus of control 4- Julian Rotter 5- Bernard Weiner 6- Martin & Dowson 7- Eccies & Wigfield

3 45... ( )... ) 4 3.( (00). 6 (009). 6. ) 7.(007 - Berglas & Jones - self-handicapping 3- martin, Marsh, Williamson, & Debus 4- Durik & Lovejoy 5- Khodayarifard, Brinthaupt, & Anshel 6- Soric 7- Thomas & Gadbois

4 ( ) 46.(0 ) Sturgeon - causal-copmparative

5 ) 0 (. ( 50 50) 00. : (SHS) (388) (5) (). " " " " " "..(388 ) (00) - Self-Handicapping Scale (SHS) - Uysal Lu

6 ( ) 48. 0/80 0/8 0/57 0/74 (388).. 0/34 0/64 0/34. 0/6 0/34 0/70 ( )... %47/ (373).(384 ) 0/87 0/78 0/77.(388 ) - Raven Standard Progressive Matrices

7 49....(388 ) 0/6 0/4 (356) (ASQ). 99 ( 48) ) (38).( (384 ) 4 0/8 (009). 0/6 0/69 ( - ) 0/93 (38). 0/4 0/58 0/63 0/67 0/55. 0/68 0/40. ( ). - Attribution Style Questionnaire (ASQ) - Seligman & Sing 3- Peterson, Semmel, Von Beyer, Abramson, & Metalsky 4- Sanjuán & Magallares

8 ( ) 50 %4/ SPSS. ). ( - multiple analysis of covariance (MANCOVA)

9 /5 / /94 83/8 ( ) /68 68/ /06 74/74 () 4 30 / /03 7/ /90 37/ / 6/ /60 36/ /6 8/ /5 5/ /08 /4-3 3/97 / /87 8/ /70 0/ /68 4/ /60 50/ /84 6/ /56 5/ /67 76/ /66 76/ /53 00/74. (p) 0/00 0/00 0/00 0/ (F) 99/56 99/56 99/56 99/56 0/67 0/3 /07 / Pillai s Trace - Wilks Lambda 3- Hotelling s Trace 4- Roy s Largest Root

10 ( ) (p) 0/00 0/00 (F) 4/98 87/90 (MS) 4355/8 848/05 (SS) 4355/8 848/05 ( ) P<0/00 -. P<0/00-4. P<0/

11 (p) 0/00 0/00 0/00 0/ (F) 69/37 69/37 69/37 69/37 0/59 0/40 /44 /44.5 (p) /00 (F) (MS) 040/99 (SS) 040/99 0 5/38 0/00 0/03 95/74 95/ P<0/00. (83/8) (/76) --. P<0/00 (68/88). 6. (74/74).

12 ( ) (p) /00 /00 /00 /00 (F) / 86 0/ / 86 0/ / 86 / / 86 / 48.7 (p) 0/00 0/00 0/00 (F) 0/4 8/95 67/79 (MS) 36/88 7/56 893/45 (SS) 36/88 7/56 893/ P<0/00

13 55... (7/9) (38) P<0/00 (37/). (6/6) P<0/00. (8/68) (36/56) (p) (F) 0/ / 46 0/ 3 0/ / 46 0/ 67 0/ / 46 0/ 48 0/ / 46 0/

14 ( ) (p) 0/05 0/00 0/00 (F) 9/04 7/0 (MS) 56/84 737/94 456/03 (SS) 56/84 737/94 456/ P<0/05 (/4) (5/) P<0/00 (8/64) (/9) P<0/00 (0/84). (4/96) 0.

15 (p) (F) 0/ / 56 0/ 74 0/ / 56 0/ 5 0/ / 56 / 9 0/ / 56 / (p) /00 (F) (MS) 47/3 (SS) 47/3 0 43/4 0/00 5/ / / P<0/00 --

16 ( ) 58. P <0/00 ). P<0/05. P<0/05 ( (00). (009)..(38 ). P<0/00. (0) (007)..(007 ) - Boon

17 59... ( )... ( ) ()...(389 )

18 ( ) ( ).(388) (388) :.(38)..(38)..

19 6....(383) (384) (384)..-6.(383)...(386) Boon, H. J. (007). Low- and high-achieving Australian secondary school students: Their parenting, motivations and academic achievement. Australian Psychologist, 4 (3), -5. Durik, A. M., & Lovejoy, C. M. (00). Self-handicapping: The interplay between self-set and assigned achievement goals. Motivational Emotion, 34, 4 5. Eccles, J. S., & Wigfield, A. (00). Motivation a beliefs, values, and goals. Annual Review of Psycho, 53, Gadbois, S. A., & Sturgeon, R. D. (0). Academic selfhandicapping: Relationships with learning specific and general self-perceptions and academic performance over time. British Journal of Educational Psychology, 8 (), 07.

20 ( ) 6 Khodayarifard, M., Brinthaupt, T. M., & Anshel, M. H. (00). Social Psychology of Education. Dordrech, 3 (3), Martin, A. J., & Dowson, M. (009). Interpersonal relationships, motivation, engagement, and achievement: Yields for Theory, Current Issues, and Educational Practice. Review of Educational Research, 79 (), Sanjuan, P., & Magallares, A. (009). A longitudinal study of the negative explanatory style and attributions of uncontrollability as predictors of depressive symptoms. Personality and Individual Differences, 46, Soric, I. (009). Regulatory styles, causal attributions and academic achievement. School Psychology International, 30 (4), Thomas, C. R. M., & Gadbois, S. A. (007). Academic selfhandicapping: The role of self-concept clarity and students' learning strategies. British Journal of Educational Psychology, 77 (), 0. Weiner, B. (00). The development of a based theory of motivation: A history of ideas. Journal of Educational Psychologist, 45 (), Urdan, T., & Turner, J. C. (005). Competence motivation in the classroom. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of Competence and Motivation,, New York: The Guilford Press, Uysal, A., & Lu, Q. (00). Self-handicapping and pain catastrophizing. Personality and Individual Differences, 49,