آزمون روابط ساختاری بین ساختارهای هدف در کلاس مجازی با خودکارآمدی اجتماعی و کمال‌گرایی دردانش‌آموزان

Examining the structural relationships between goal structures in the virtual classroom with social self-efficacy and perfectionism in students





Abstract

Objective: In the present study, the purpose of the study was to test the structural relationships between the target structures in the virtual classroom, social self-efficacy and perfectionism in female students of the first year of middle school in Rafsanjan.

Methodology: The research method was correlation type and structural equation method. The statistical population under study includes all the first high school students of Rafsanjan city, The statistical population of this study was all female first-year high school students in Rafsanjan in the academic year 2023-2024, totaling 4,500 people and the sample size for this research was 350 people. The random sampling method was simple. In this research, to collect data from three questionnaires of target structures in the virtual classroom, Midgley et al (1988) with 14 questions and validity 0.95, Connolly's self-efficacy (1989) with 25 questions and validity 0.96, and perfectionism by Terry-Short et al (1997) was used with a validity of 0.89. Path analysis method and Amos software were used to analyze and check the data.

Results: The findings in Table (3) show that the components of mastery-attitude and performance-attitude (structure of classroom goals) are not normal according to the Kolmogorov-Smirnov index, but the rest of the variables are normal according to this index. However, since this index is significant in large samples, if the two indices of skewness and kurtosis are ±2, considering skewness, the normality of the variables is confirmed. In examining the normality of the multivariate, the results show that the ratio of the multivariate elongation index (3.41) has reached a critical value (3.26), which is confirmed as the ratio is 1.04, which is less than 2. The results indicate that there is a relationship between goal structures in the virtual classroom and self-efficacy in students. In the model, the value (RSMEA=0.000, p=0.99, 1df=0.000, ) indicates a very good fit of the model in the population. Also, fitness indices were used to determine the appropriateness of the fit of the model to the data. The findings show that the smoothed fit index (NFI) = 1, and the comparative fit index (CFI) = 1, which indicates an acceptable fit of the model to the data, In particular, the CFI value, which according to Muller (1999) should be above 0.9 and according to Weston & Gore Jr (2006) should be above 0.95, is required for the model to have a good fit with the data. Because it is not affected by sample size. Also, if the root mean square error estimate (RMSEA  0.05) is very good, between 0.05 and 0.08, the fit is acceptable, and if it is higher than 0.08, the fit is poor, which in this study, RMSEA is below 0.05, which indicates a very good fit.



Conclusions: Due to their higher level of educational experience, high school students try to pay more attention to their social self-efficacy than other students, and as a result, they have a higher social self-efficacy standard. It is likely that paying attention to higher social self-efficacy will lead to greater awareness of individuals' own mental states and, as a result, increased cognition in them. Using the goal structure of the virtual classroom will undoubtedly lead to positive perfectionism. When positive perfectionism occurs in a student in a meaningful way; The student will study the material with greater understanding and insight, increased interest, higher academic self-concept, and better learning speed, and will use it when necessary, and as a result, will experience a better structure of the virtual classroom objectives. Students who have higher ability and structure of virtual classroom goals will try to perform behaviors related to and appropriate to the task, and when the answer to the task is presented, their social self-efficacy increases, as a result, there will be a positive relationship between the structure of virtual classroom goals and social self-efficacy in students. People with high perfectionism set challenging goals for themselves and put in a lot of effort to achieve these goals. People with adaptive perfectionism react more negatively to failure and are particularly vulnerable to failure due to their specific type of cognitions and functioning. Positive perfectionism leads to a sense of personal control and a sense of perceived personal ability, and the individual chooses lofty goals. Researchers believe that negative perfectionism is a type of deficit in emotional intelligence and that students with negative perfectionism are unable to benefit from their emotions. To the extent that it causes them to feel numerous flaws and deficiencies in themselves and leads them to set unreasonable, high-level goals. Regarding the study of the role of social self-efficacy in the impact of uncompromised perfectionism, it can be said that with increasing self-efficacy, we witness a decrease in negative perfectionism. Therefore, increasing self-efficacy leads to a decrease in uncompromised perfectionism. In a virtual classroom, goal structures can include learning goals, performance goals, and social goals. These goals can influence students' motivation and effort. This concept refers to an individual's belief in their abilities to establish social relationships and perform social tasks. Social self-efficacy can influence how students interact with classmates and teachers in the virtual environment. Perfectionism refers to a person's desire to achieve high standards and be perfect. This trait can be both positive (as a driver for progress) and negative (leading to anxiety and frustration).

Innovation and Originality: Innovation in teaching methods and virtual classroom design can help students set more specific goals and feel more socially self-efficacy. Likewise, perfectionism can affect how goals are set and may cause some students to lean more toward performance goals. Originality in this context also means being real and consistent with personal values and goals. In virtual classrooms, if students feel that their goals are aligned with their personal values, their social self-efficacy and motivation are likely to increase. Therefore, it is suggested that: by activating the student counseling center and carrying out comprehensive planning to provide counseling services and implement regular and continuous mental health education programs and reduce negative perfectionism, useful steps can be taken to improve students' mental health. Also, in the target structures of the virtual classroom, the high capabilities of information and communication technology should be used to increase the motivation of students and the cognitive and motivational quality of assignments.



Keywords: Goal structures in the virtual classroom, Self-efficacy, Perfectionism.