Presenting a Model of the Relationship Between Personal Goal Pursuit Based on Secure Teacher–Student Relationship with the Mediating Role of Personality Traits
Keywords:
Personal goal pursuit, secure teacher-student relationship, dark triad personality traitsAbstract
Objective: The purpose of this study was to examine the relationship between personal goal pursuit based on a secure teacher–student relationship, mediated by personality traits.
Methods and Materials: This research employed a descriptive–analytical methodology using a correlational and predictive design based on structural equation modeling (SEM). The statistical population included all students aged 9 to 12 enrolled in District 4 of Tehran during the 2023 academic year. A cluster sampling method was used, and the sample size was determined using Cochran’s formula. A total of 432 students were selected to account for potential attrition, although 400 were required. The research instruments included the Teacher–Student Relationship Scale by Murray and Zvoch (2011), the Reality Testing Scale by Bell (1995), and the short form of the NEO Five-Factor Inventory by Costa and McCrae (1992). To test the research hypothesis, statistical methods such as correlation and regression analyses were used. For model fit assessment, structural equation modeling (SEM) was conducted. Data analysis was carried out using SPSS version 26 and AMOS version 24.
Findings: The results indicated that a secure teacher–student relationship predicted students’ personal goal pursuit both directly and indirectly through the mediation of personality traits (conscientiousness, agreeableness, openness to experience, extraversion, and neuroticism) at the 99% significance level. The direct effect of the secure relationship on personal goal pursuit was 0.26, and the indirect effects via personality traits ranged from 0.05 to 0.08. The highest total effects were observed through neuroticism (0.33), followed by extraversion and agreeableness (0.32). These findings support the mediating role of personality traits in enhancing the impact of a secure teacher–student relationship on students' pursuit of personal goals.
Conclusion: The findings suggest that a secure teacher–student relationship, mediated by personality traits, can effectively enhance students’ personal goal pursuit.
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Copyright (c) 2025 Fahimeh Hosseini , Gholamreza Sharifirad, Javad Saadatmandan (Author)
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