نوع مقاله : مقاله پژوهشی

نویسندگان

1 استاد دانشگاه شهید چمران اهواز

2 دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه شهید چمران اهواز و هیأت علمی دانشگاه خلیج فارس بوشهر

3 دانشیار دانشگاه شهید چمران

4 دانشیار، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید چمران

5 استادیار گروه روان‌شناسی، دانشکده علوم ‌تربیتی و روان‌شناسی، دانشگاه شهید چمران

چکیده

هدف از انجام این پژوهش بررسی اثربخشی آموزش انگیزش تحصیلی بر ابعاد شناختی-انطباقی، شناختی-غیرانطباقی، رفتاری-انطباقی و رفتاری-غیرانطباقی انگیزش و عملکرد تحصیلی دانش‌آموزان سال دوم دبیرستان‌های پسرانه شهر بوشهر بود. آموزش انگیزش تحصیلی (طی 16 جلسه آموزشی) به عنوان متغیر مستقل و خوداثربخشی، تبحرگرایی، ارزش‌گذاری، پایداری، برنامه‌ریزی، مدیریت تکلیف، اضطراب، اجتناب از شکست، کنترل نامطمئن، خودناتوان‌سازی، عدم التزام تحصیلی و عملکرد تحصیلی به عنوان متغیرهای وابسته بودند. پژوهش حاضر یک طرح آزمایشی میدانی با پیش آزمون و پس آزمون با گروه گواه بود. ابزارهای این پژوهش شامل پرسشنامه انگیزش و التزام تحصیلی دانش‌آموزان دبیرستانی مارتین، پرسشنامه راهبردهای یادگیری خودگردان زیمرمن و مارتینز-پونز و پرسشنامه راهبردهای انگیزشی یادگیری ایکلس بودند. نمونه پژوهش شامل 60 دانش‌آموز پسر سال دوم دبیرستانی شهر بوشهر در سال تحصیلی 88-1387 بود، که با روش نمونه‌گیری تصادفی چند مرحله‌یی انتخاب و به دو گروه آزمایش و گواه گمارده شدند. نتیجه‌ی تحلیل کوواریانس چندمتغیری (مانکوا) نشان داد که آموزش انگیزش تحصیلی باعث افزایش معنی‌دار خوداثربخشی، تبحرگرایی، ارزش‌گذاری، پایداری، مدیریت تکلیف و عملکرد تحصیلی و کاهش معنی‌دار اضطراب، اجتناب از شکست و کنترل نامطمئن می‌شود. اما، در متغیرهای برنامه‌ریزی، خودناتوان سازی و عدم التزام تحصیلی تغییر معنی‌داری صورت نگرفت.

کلیدواژه‌ها

عنوان مقاله [English]

The effect of academic motivation training on cognitive-adaptive/maladaptive, and behavioral-adaptive/maladaptive motivational dimensions and academic performance of second grade male high school students

نویسندگان [English]

  • M. Shehni Yailagh 1
  • S. M. Golestaneh 2
  • J. Haghighi 3
  • A. Neisi 4
  • F. Kianpoor Ghahfarokhi 5

1

2

3

4

5

چکیده [English]

The purpose of the present study was to investigate the effect of academic motivation training on cognitive-adaptive/maladaptive, and behavioral-adaptive/maladaptive motivational dimensions and academic performance of second grade male high school students. Academic motivation training (during 16 instructional sessions) was independent variable and cognitive-adaptive motivational dimension (self efficacy, valuing and mastery orientation), behavioral-adaptive motivational dimension (persistence, planning and task management), cognitive-maladaptive motivational dimension (failure avoidance, uncertain control and anxiety), behavioral-maladaptive motivational dimension (disengagement and self handicapping) and academic performance were dependent variables. The present study was an experimental design with pretest-posttest and control group. The instruments of this study include the Motivation and Engagement Scale - High School (MES-HS) of Martin, Self-Regulated Learning Strategies (SLRS) of Zimmerman and Martinez-Pons, and Motivated Strategies for Learning Questionnaire (MSLQ) of Eccles. The sample consisted of 60 second grade male high school students (2008-2009), who were selected randomly by multi-stage sampling method. The results of MANCOVA showed that academic motivation training caused significant improvement in students' self efficacy, valuing, mastery orientation, persistent, task management and academic performance. Also, the results indicatd that academic motivation training caused significant decrease in students' anxiety, failure avoidance and uncertain control. But, there was no significant improvement in students' planning, self handicapping and disengagement.

کلیدواژه‌ها [English]

  • academic motivation
  • cognitiye-adaptive/maladaptive motivation
  • behaviorl-adaptive/maladaptive motivation
  • Academic Performance
فارسی
رفیعیان، کیوان (1379). بررسی رابطه راهبردهای یادگیری خودگردان، مؤلفههای انگیزشی و هوش با یکدیگر و با عملکرد تحصیلی دانشآموزان سال دوم دبیرستانهای اهواز. پایان‌نامه کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه شهید چمران اهواز.
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