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  3. Investigating the relationship between responsibility and perfectionism with goal orientation in Islamic Azad University students, Arsanjan branch

Investigating the relationship between responsibility and perfectionism with goal orientation in Islamic Azad University students, Arsanjan branch

Number of pages: 108 File Format: word File Code: 30258
Year: 2013 University Degree: Master's degree Category: Psychology
Tags/Keywords: Accountability - Goal orientation - perfectionism
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  • Summary of Investigating the relationship between responsibility and perfectionism with goal orientation in Islamic Azad University students, Arsanjan branch

    Examination of the relationship between responsibility and perfectionism with goal orientation

    in students of Arsanjan Islamic Azad University

    Examination of the relationship between responsibility and perfectionism with goal orientation

    In students of Arsanjan Islamic Azad University

    Abstract:

    The present study aims to investigate the relationship between perfectionism and responsibility with goal orientation among university students Azad Eslami, Arsanjan Branch was conducted to conduct the research, 358 students were selected from among these students as available sampling, and then they were evaluated using Wendy Weil goal orientation questionnaires (1997), the multidimensional scale of perfectionism (Felt and Hewitt, 1991) and social responsibility (Abdel and Ebrahim, 2002). Pearson, linear regression analysis was used simultaneously and the results indicated that responsibility is able to predict part of the variance of goal orientation, perfectionism is able to predict part of the variance of goal orientation.

    Key words: perfectionism-responsibility-goal orientation

    Introduction:

    Goal orientation is one of the variables that is related to progress and success in personal, academic and professional life. has and many theories have been proposed about it. The theory of goal orientation is considered one of the most practical perspectives on motivation for progress (Pintrich and Shank[1], 2002), which instead of addressing the fact that the learner in the progress situation tries to achieve what he wants, the focus of "why" what he wants, they have discussed the comprehensive perception of "what" (Yordan and Maher, 1995). There are behaviors related to progress, and the concept of goal orientation emphasizes the intention to progress in tasks (Pintrich and Shank, 2002; Ames[2], 1992). With a review of the research background, in relation to the types of goal orientation, two types of goal orientation, mastery and performance, have been identified, which have been the focus of the most attention. Some researchers reviewed and modified the two-part goal orientation framework, mastery and performance, and proposed a three-part framework in which performance goal orientation is divided into two parts: tendency-performance (to show personal abilities) and avoidance-performance (to avoid showing disabilities) (Elliott and Sheldon[3], 1997; Attenweiler and Moore[4], 2006). Students who choose a performance-approach goal orientation pay attention to their performance compared to others and consider learning as a means to achieve their goal, and students who choose a performance-avoidance goal orientation seek to gain positive judgments from others and also show themselves to be smart in order to avoid punishment (Ryan and Pentrich, 1997).

    There are many studies that investigate the effect of goal orientation on students' academic progress. have done The results of some researches have shown that mastery orientation and approach-performance have a direct and positive relationship with academic progress (Haji Laghari, Haghigi and Shekarkan, 2010; Elliott, McGregor and Gable, 1999) and avoidance-performance goal orientation is negatively related (Khademi and Noshadi, 2015; Elliott et al., 1999). For this reason, it seems necessary to investigate influencing and predicting factors on goal orientation.

    One of the variables influencing goal orientation can be mentioned perfectionism. In a qualitative research, Neumeister (2004) examined Elliot's three-part goal theory and perfectionism in top university students and provided support for these hypotheses. In this research, self-directed perfectionists have stated that they have mastery and performance-oriented goals, while society-oriented perfectionists have admitted that they have performance-avoidance and performance-oriented goals. Although the existence of perfectionism can push a person forward to some extent, but too much perfectionism in a negative way can become the basis of obsessive disorder (Hashmian and Latifi, 2018). On the other hand, the category of responsibility can have a close relationship with goal orientation. Responsibility is an internal requirement and commitment [5] from the person to perform all the activities assigned to him and originates from within the person.A person who assumes a job responsibility agrees to do a series of activities and tasks or supervise the doing of these tasks by others. In other words, responsibility is an obligation that a person accepts for something, and the one who is entrusted with a task is responsible for its consequences (Akrato [6], 2004; quoted by Jokar, 2014). Therefore, in response to this obligation, a person is required to choose appropriate goals so that he can competently handle the activities and affairs entrusted to him.

    According to the above-mentioned topics, it is appropriate to conduct a research to clarify the relationship between perfectionism and responsibility with goal orientation.

    1-2 Statement of the problem:

    Our behavior Generally, it is motivated by the desire to achieve a special goal, in fact, every behavior is a series of activities, and to predict people's behavior, their motivations or needs must be identified. Locke and Latham, quoting Rio (2011), considers goal setting essential for four main reasons: 1. Goals direct one's attention to the task at hand, 2. Goals employ effort, 3. Goals increase endurance and perseverance, because the effort continues to achieve the goal, 4. Goals are an incentive to develop new strategies. In other words, goals encourage the creation of new strategies to improve performance. On the other hand, the type of goal we choose determines the amount of our motivation to reach that goal. Ames [7] (1992) considers goal orientation to be a coherent pattern of a person's beliefs, which causes a person to be oriented to situations in different ways, to act in that context, and finally to provide an answer. This orientation in the educational situation shows the individual's motivation to study and therefore affects his tendencies, actions and responses in learning situations. Goal orientation should not be equated with special goals that are considered for activities in educational situations. Such goals are only motivation for a person to learn a special task in special conditions. On the other hand, unlike educational goals that are based on individual similarities, goal orientation is based on individual differences in educational situations and based on them, one can predict the level of success of a person in such situations (Duick and Leigh 1988; Pentrich and Shang quoted in Walters and Yu, 1997; Ames 1992, Duick 1973). In recent years, Elliott and McGregor (2001) presented a new perspective by examining the three-part goal orientation framework, in which more revisions have been made in the two-part perspective. In this approach, they have proposed a complete fusion in the distinction between approach and avoidance, and they have divided the mastery orientation into two parts: approach-mastery and avoidance-mastery. This new model of the combination of cognitive-social goal theory and progress motivation theory based on a four-faceted model suggests four types of goal orientation.

    The goal orientation model includes learning goal orientation, performance goal orientation, and failure avoidance goal orientation. According to this pattern in the direction of the goal of mastery or learning, students seek to increase their mastery of new subjects and emphasize on understanding the subjects. They want to learn even when their performance is poor, so they persevere in difficult tasks and tend toward self-regulated learning strategies. They also seek challenging assignments. The primary goal of such students is to acquire their knowledge and skills, and mistakes are considered as part of the learning process for greater effort, and on the other hand, they are more inclined towards subjects that are inherently satisfying for them (Duick and Legate, 1988), and they also have a positive expression of themselves (Diener and Duick, 1978). Such people are responsible and if they fail in doing something, they do not deny their responsibility (Seifert, 1996) and they feel more satisfied with education (Jaccasini and Nichols 1984). On the other hand, they have an inner interest in learning activities and therefore spend more time on learning (Butler 1987).  In the performance goal orientation, students try to compare their abilities with others and emphasize how others judge them. They try to make themselves look smart and not incompetent.

  • Contents & References of Investigating the relationship between responsibility and perfectionism with goal orientation in Islamic Azad University students, Arsanjan branch

    List:

     

    Table of Contents

    Title

    Abstract 1

    Chapter One: Research Overview

    1-1 Introduction. 3

    1-2 statement of the problem. 5

    1-3 The importance and necessity of research. 9

    1-4 goals 10

    1-5 theoretical and operational definitions of variables 10

    Chapter two: research literature

    2-1 theoretical framework 14

    2-1-1 goal orientation 14

    2-1-2 perfectionism 37

    2-1-3 responsibility 45

    2-2 research background 52

    2-3 summary 54

    2-4 research hypotheses 56

    Chapter three: research method

    3-1 research method 58

    3-2 society, sample and sampling method. 58

    3-3 measurement tools

    3-4 research implementation method 63

    3-5 data analysis method 63

    3-6 ethical considerations 64

    Chapter four: research findings

    4-1 descriptive findings 66

    4-2 inferential findings 67

    Chapter Five: Discussion and Conclusion

    5-1 Research Summary 74

    5-2 Discussion and Conclusion 74

    5-3 Limitations and Suggestions. 82

    Sources

    Persian sources. 85

    Latin sources. 90

    Annexes

    Questionnaires ..94

    Latin 93

    Table List

    Page Table Table

    Table 4-1 and Research Variable Deviation 66

    4-2 Correlation matrix between the investigated variables 67

    Table 4-2: Results of regression analysis and prediction of learning orientation based on responsibility. 68

    Table 4-3: Regression analysis and prediction of performance-oriented goal orientation based on responsibility 68

    Table 4-4: Regression analysis and prediction of performance-avoidance goal orientation based on responsibility. 69

    Table 4-5: Regression analysis and uncertainty prediction in goal orientation based on responsibility. 69

    Table 4-6: Regression analysis and prediction of learning orientation based on perfectionism. 70

    Table 4-7: Regression analysis and prediction of goal orientation, performance orientation based on perfectionism. 71

    Table 8-4: Regression analysis and prediction of goal orientation of performance avoidance based on perfectionism. 71

    Table 4-9: Regression analysis and prediction of indecision in goal orientation based on perfectionism 72

    Source:

    Persian sources:

    Ahmadi, Seyed Ahmad, and Ramezani, Ali (2006) The effect of Glaser's method of responsibility training on reducing the identity crisis of Isfahan secondary school students. Educational and psychological researches, Faculty of Educational Sciences and Psychology, Isfahan University, third year, second period, serial number 8, pp. 23-32. Arabian, A., Khodapanahi, M.K., Heydari, M., Saleh Sedekpour, B. (2014). Examining the relationship between self-efficacy beliefs on mental health and academic success of students. Journal of Psychology, 8, pp. 360-371.

    Burns, D. (1984) Cognitive Therapy: The Psychology of Depression and Techniques and Personality Recognition and Change. Translated by Mehdi Qarache Daghi (1388), Neshr Dakreh, 10th edition, 21-12.

    Bashart, Mohammad Ali (1383) Examining the relationship between parents' perfectionism and exam anxiety in students. Journal of Educational Psychology, 34th year, number 1, pp. 1-19.

    Bashart. Mohammad Ali, Habibnejad. Mohammad and Granmayepour. Shiva (1389) Perfectionism and mental health. Consulting news and research. Volume 8. P. 7-22.

    Bashart. Muhammad Ali (2003) perfectionism and academic success. Journal of Psychological Sciences. Third period. Number 12. pp. 321-335.

    Bashart.Mohammed Ali, Joshen Lu, Mohsen, Mirzmani. Seyyed Mahmoud (2006) The relationship between attachment styles and perfectionism. The bimonthly scientific research journal Daneshwar Behavat. Shahid University. Year 14. Number 25. pp. 11-19.

    Jokar. Bahram (2004) Studying the relationship between goal orientation and self-regulation in students of different fields of study at Shiraz University. Journal of social and human sciences of Shiraz University. Volume 22. Number 4. Pages 56 to 71.

    Jokar. Bahram and Latifian. Morteza (2016) The relationship between identity dimensions and goal orientation in a group of pre-university students in Shiraz and Yasouj cities. Shiraz University Social Sciences and Essay Quarter. Volume 25. Number 4. Pages 27-46.

    Hamidi, Farideh and Qitasi, Masoumeh (2018) Comparison of perfectionism

    Hamidi, Farideh and Qitasi, Masoumeh (2013) Comparison of perfectionism and responsibility among students of Ahvaz teacher training centers by gender. Cultural and Educational Quarterly of Women and Family, 6th year, number 18, pp. 159-188.

    Reference Kia, Saeed (1384), increasing the sense of responsibility and self-confidence in teenagers, Farhang Hamadan, numbers 36 and 37.

    Haji Lakhari, Alireza, Haghighi, Jamal and Shekarkan, Hossein. (1380) Investigating the simple and multiple relationships of important antecedents and related to goal orientation. Proficiency and its relationship with academic performance in first-year male students of Ahvaz high schools. Journal of Educational Sciences and Psychology of Shahid Chamran University of Ahvaz. Number 8. pp. 31-48.

    Khadmi. Mohsen and Noshadi. Nasser (2015) investigating the relationship between goal orientation, learning self-regulation and academic progress in pre-university students in Shiraz. Journal of Social Sciences and Essays of Shiraz University. Volume 25. Number 4. Winter 1385.

    Khoda Bakshi, Mahdi and Abedi, Mohammad Reza (1388). Examining the methods of increasing responsibility in 32 middle school students, Persian article of the Faculty of Educational and Psychological Sciences, Al-Zahra University. Khadmi, Mohsen, and Noshadi, Nasser (2016) Examining the relationship between goal orientation, learning self-regulation and academic achievement in pre-university students in Shiraz, Journal of Social and Human Sciences of Shiraz University. No. 25, Volume 4, pp. 63-78.

    Khayatan, Flor, Ahadi, Hassan, Kamkar, Manouchehr, Nafisi, Gholamreza (2013) The structural model of the relationship between psychological-organizational injuries and job pressure, job satisfaction and mental health with regard to the mediating role of job perfectionism in teachers. Knowledge and research in applied psychology. Year 11, Number 4, Zamashtan 2011, pp. 18-32.

    Zare, Hossein, Safarinia, Majid, and Rezaei, Parisa (2012) Comparison of metacognitive learning strategies, perfectionism and cognitive arousal between top ranks and other university entrance candidates. Knowledge and research in applied psychology. fourteenth year Number 1, pp. 53-62.

    Zahed Babilian, Adel, Pourbahram, Roshank, Rahmani, Samira (2009) Investigating the simple and multiple relationship between perfectionism, goal orientation and academic performance with academic burnout. Shahid University. Year 17. Number 30. pp. 40-58.

    Sahibi, Ali (2010). Choice theory, reality therapy: a process emphasizing choice, responsibility, and personal evaluation. school counselor The seventh period, number 27, pp. 4-10.

    Sahrai. M. Hani, Khairavi. Venus, and good news. Mohammad Ali (2008) The relationship between family effectiveness and positive and negative perfectionism in Nowshahr students. Research family. Number 17, year 5- pp. 43-56. Hashemi, Laden and Latifian, Morteza. (1388). Investigating the relationship between perfectionism and goal orientation among public pre-university students (with experimental sciences and mathematics). Journal of Psychological Studies, 3, 9-26.

    Kianpour Qahfarkhi, Fatemeh, Moroj, Faezeh, Ali Madd, Moroj, and Zandian, Khodamorad (2010) Examining the relationship between perfectionism and responsibility variables with obsessive-compulsive disorder in doctors living in Ahvaz. Scientific Medical Journal, Volume 9, Number 3, pp. 28-35.

    Kianpour Qahfarkhi, Fatemeh, Moruj, Seyed Fatemeh, Ali Madd, Zahra and Zandian, Khodamorad. (2009). Examining the relationship between perfectionism and responsibility with obsessive-compulsive disorder in doctors living in Ahvaz. Medical scientific journal. Volume 9. Number 3.

    Mohammadi, Ali (1386). Investigating the role of responsibility in creating the adaptation of maladjusted adolescents in the second and third grades of middle school for boys in Tehran. Master's thesis. Allameh Tabatabai University, Department of Clinical Psychiatry.

    Mahdavi, Ismail, Mir Salahuddin, Enayati, and Nisi, Abdulkazem (2009) Investigating the effectiveness of responsibility training on the self-esteem of male secondary school students. New findings in psychology. pp. 117-132.

     

     

     

     

     

     

     

     

     

     

    Latin sources:

    Ames. C. (1992). Classroom: goals, structures and students. Journal of Educational Psychology. 84, 241-261.

    Ames, C. (1984). Achievement Attributions and Self-Instructions Under Competitive and Individualistic Goal Structures. Journal of Educational Psychology. 76, 478-487.

    Ames, C. and Archer, J. (1988). Achievement Goals in the Classroom: Students' Learning Strategies and Motivation Processes. Journal of Educational Psychology. 80, 260-267.

    Ames, C. (1992). Classrooms: Goals, Structure and Students Motivation. Journal of Educational Psychology.

Investigating the relationship between responsibility and perfectionism with goal orientation in Islamic Azad University students, Arsanjan branch
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