نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران

2 دانشجوی دوره ی دکتری تخصصی روان‌شناسی تربیتی دانشگاه آزاد اسلامی واحد علوم و تحقیقات تهران

3 استاد دانشگاه علامه طباطبایی

4 استادیار دانشگاه آزاد اسلامی واحد تهران جنوب

چکیده

هدف از این تحقیق بررسی تأثیر چارچوب‌گذاری درونی و بیرونی هدف و سبک ارتباطی کنترل کننده درونی، کنترل کننده‌ بیرونی و حمایت کننده‌ خود پیروی بر پیشرفت تحصیلی دانش‌آموزان پسر پایه‌ پنجم ابتدایی آموزش و پرورش ناحیه 2 شهر قزوین بود. برای این منظور از یک طرح عاملی 2 × 3 استفاده شد. آزمودنی‌ها 147 نفر بودند که با روش نمونه‌گیری تصادفی چند مرحله‌یی انتخاب و در شش گروه آزمایشی و یک گروه گواه به صورت تصادفی جایگزین شدند. ابتدا یادگیری مطالب کتبی بر حسب دست‌یابی به یک هدف درونی (سلامت) در برابر یک هدف بیرونی (ظاهر جسمی) چارچوب‌گذاری شد، و سپس به یک شیوه‌ حمایت کننده خود پیروی یا کنترل کننده درونی یا کنترل کننده‌ بیرونی ارایه شدند. در ارتباط با عملکرد تحصیلی، هم یادگیری مفهومی و هم یادگیری طوطی‌وار مورد سنجش قرار گرفت. نتیجه‌های به دست آمده از تحلیل واریانس چند متغیری داده‌ها نشان داد که چارچوب‌گذاری درونی هدف در مقایسه با چارچوب‌گذاری بیرونی هدف، پردازش مفهومی مطالب یادگیری را افزایش می‌دهد. علاوه بر این، دانش‌آموزانی که برای تعقیب این محتواهای هدف، یک سبک ارتباطی حمایت کننده خود پیروی را تجربه ‌کردند در مقایسه با دانش‌آموزانی که تحت فشار درونی یا بیرونی قرار ‌گرفتند، یادگیری مفهومی بیشتری نشان ‌دادند. با این وجود، چنین نتیجه‌هایی برای یادگیری طوطی‌وار دیده نشد. به نظر می‌رسد که بافت‌های کنترل کننده درونی، کنترل کننده‌ بیرونی و محتوای هدف بیرونی به طور برابر با بافت‌های حمایت کننده‌ خود پیروی و هدف درونی در پیشبرد یادسپاری تحت‌الفظی مطالب یادگیری موثر باشند.

کلیدواژه‌ها

عنوان مقاله [English]

Examining the impact of goal framing and communication style on fifth-grade male students’ academic achievement

نویسندگان [English]

  • Y. Karimi 1
  • V. Khalkhali 2
  • H. Ahad 3
  • G. Nafisi 4

1

2

3

4

چکیده [English]

The goal of the present research was to examine the impact of intrinsic versus extrinsic goal framing and autonomy-supportive versus internally and externally controlling communication style on fifth-grade male students’ academic achievement. For this a two factorial design 2 × 3 were conducted. A learning text was framed in terms of the attainment of an intrinsic (i.e., health) versus extrinsic (i.e., physical attractiveness) goal and communicated these different goal contents in an internally and externally controlling versus autonomy-supportive way. Both conceptual and rote learning were assessed. 147 subjects participated in the study. Results of MANOVA analyses shown that intrinsic versus extrinsic goal framing and autonomy support promoted conceptual learning and retention. Such results were not found for rote learning. It appears that internally and externally controlling contexts and extrinsic goal contexts are equally effective in promoting a literal memorization of the learning material as autonomy supportive and intrinsic goal contexts.

کلیدواژه‌ها [English]

  • goal framing
  • communication style
  • autonomous & controlled motivation
  • academic achievement
  • self-determination theory
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