نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری روان‌شناسی تربیتی، دانشگاه شهید چمران اهواز (نویسنده مسئول)

2 استاد گروه روان‌شناسی، دانشگاه شهید چمران اهواز

3 استادیار گروه روان‌شناسی، دانشگاه شهید چمران اهواز

چکیده

هدف از انجام پژوهش حاضر بررسی رابطه علّی محیط یادگیری سازنده‌گرای ادراک شده و عملکرد ریاضی با میانجی‌گری جهت‌گیری درونی هدف، ارزش تکلیف، نگرش نسبت به ریاضی و خودکارآمدی ریاضی در دانش‌آموزان بود. در این مطالعه علّی-همبستگی، جامعه آماری کلیه دانش‌آموزان پسر پایه سوم رشته ریاضی-فیزیک دبیرستان‌های دولتی شهر اهواز بود که به روش تصادفی چند مرحله‌ای 300 دانش‌آموز از بین آنها در نواحی چهارگانه آموزش و پرورش انتخاب شدند. ابزارهای استفاده شده در این پژوهش پرسشنامه ادراک از محیط یادگیری سازنده‌گرا (CLES)، پرسشنامه خودکارآمدی ریاضی، سیاهه نگرش نسبت به ریاضی (ATMI) و پرسشنامه راهبردهای انگیزشی برای یادگیری (MSLQ) بودند. ارزیابی الگوی پیشنهادی با استفاده از الگویابی معادلات ساختاری انجام گرفت. براساس نتایج این پژوهش، الگوی پیشنهادی معادلات ساختاری روابط علّی بین متغیرهای مذکور، از برازش قابل قبولی برخوردار بود. به طور کلی، در الگوی پیشنهادی پژوهش، نتایج نشان دادند که محیط یادگیری سازنده‌گرای ادراک شده هم به صورت مستقیم و هم غیرمستقیم از طریق جهت‌گیری درونی هدف، ارزش تکلیف، نگرش نسبت به ریاضی و خودکارآمدی ریاضی با عملکرد ریاضی رابطه دارد. تمامی فرضیه‌های پژوهش به استثنای مسیر مستقیم نگرش نسبت به ریاضی با خودکارآمدی ریاضی مورد تایید قرار گرفتند.

کلیدواژه‌ها

عنوان مقاله [English]

The Casual Relationship Between Perceived Constructive Learning Environment and Mathematics Performance with Mediating Role of Intrinsic Goal Orientation, Task Value, Attitude Toward Mathematics and Mathematics Self Efficacy of Male Junior High School Students in Ahvaz

نویسندگان [English]

  • Z. Morovati 1
  • M. Shehni Yailagh 2
  • M. Mehrabizadeh Honarmand 2
  • F. Kianpoor Ghahfarokhi 3

چکیده [English]

The purpose of the present study was to examine the casual relationship between perceived constructive learning environment and mathematics performance with mediating role of intrinsic goal orientation, task value, attitude toward mathematics and mathematics self-efficacy of male junior high school students in Ahvaz. The population in this study was all of the students who are studying in 1388-89 academic year. From this population 300 students were selected using multi-stage random sampling method. The research instruments were Constructivist Learning Environment Survey (CLES), Mathematics Self-Efficacy Survey, Attitude toward Mathematics Inventory (ATMI), and Motivated Strategies for Learning Questionnaire (MSLQ). The proposed model of the relationships between variables was tested using structural equation modeling. According to the results, the proposed model had an acceptable fitness regarding the fitness indices. Other results revealed that perceived constructive learning environment had direct relationship with mathematics performance, and was indirectly related, through intrinsic goal orientation, task value, attitude toward mathematics and mathematics self efficacy, to mathematics performance. There was no direct relationship between attitude toward mathematics and mathematics self-efficacy.

کلیدواژه‌ها [English]

  • perceived constructive learning environment
  • intrinsic goal orientation
  • task value
  • attitude toward mathematics
  • mathematics self efficacy
  • mediating
فارسی
ارشدی، نسرین (1386). طراحی و آزمودن الگویی از پیشایندها و پسایندهای مهم انگیزش شغلی در کارکنان شرکت ملی مناطق نفت خیز جنوب - منطقه اهواز. پایان نامه دکتری روان‌شناسی، دانشگاه شهید چمران اهواز.
اسلاوین، رابرت ای. (2006). روان‌شناسی تربیتی- نظریه و کاربست، ترجمه یحیی سید محمدی (1385). تهران: روان.
حجازی، الهه؛ رستگار، احمد؛ کرمدوست، نوروزعلی و قربان جهرمی، رضا (1387). باورهای هوشی و پیشرفت تحصیلی ریاضی: نقش اهداف پیشرفت، درگیری شناختی و تلاش (آزمون مدل دوئک). مجله روانشناسی و علوم تربیتی، سال 38، شماره 2، صص. 46-25.
رضایی، نرجس (1389). طراحی و آزمون الگویی از پیشایندهای خستگی مزمن در کارکنان شرکت گاز استان خوزستان. پایان نامه کارشناسی ارشد روان‌شناسی بالینی، دانشگاه شهید چمران اهواز.
ریو، جان مارشال (2004). انگیزش و هیجان، ترجمه یحیی سیدمحمدی (1386). تهران: موسسه نشر ویرایش، ویرایش 4.
سیف، علی‌اکبر (1386). روان‌شناسی پرورشی نوین: روان‌شناسی یادگیری و آموزش، ویرایش ششم، تهران: دوران.
شیخ‌زاده، مصطفی و مهرمحمدی، محمود (1383). نرم افزار آموزش ریاضی ابتدایی بر اساس رویکرد سازنده‌گرایی و سنجش میزان اثربخشی آن. فصلنامه نوآوری‌های آموزشی، شماره 9، سال سوم، پاییز 1383، صص. 48-32.
فراهانی، محمدنقی و کرامتی، هادی (1381). بررسی رابطه خودکارآمدی با نگرش و عملکرد تحصیلی درس ریاضی در دانش‌آموزان سوم راهنمایی شهر تهران. فصلنامه علمی-پژوهشی علوم انسانی دانشگاه الزهراء، سال دوازدهم، شماره 42، صص. 124-105.
محسن‌پور، مریم (1384). نقش خودکارآمدی، اهداف پیشرفت، راهبردهای یادگیری و پایداری در پیشرفت تحصیلی درس ریاضی دانش‌آموزان سال سوم متوسطه شهر تهران. پایان نامه کارشناسی ارشد، دانشگاه تهران.
محسن‌پور، مریم، حجازی، الهه و کیامنش، علیرضا (1386). نقش خودکارآمدی، اهداف پیشرفت، راهبردهای یادگیری و پایداری در پیشرفت تحصیلی در درس ریاضی دانش‌آموزان سال سوم متوسطه (رشته ریاضی) شهر تهران. فصلنامه نوآوریهای آموزشی، شماره 16، سال پنجم، تابستان 1386، صص. 9-35.
ملک‌زاده، اکرم (1384). تأثیر آموزش راهبردهای خودنظم بخشی بر پیشرفت ریاضی، باورهای انگیزشی و درگیری شناختی دانش‌آموزان راهنمایی. پایان نامه کارشناسی ارشد، دانشگاه تهران.
هومن، حیدرعلی (1387). مدلیابی معادلات ساختاری با کاربرد نرم افزار لیزرل. چاپ دوم، انتشارات سمت.
لاتین
Abd-El-Fattah, S. M. (2010). Garrison’s model of self-directed learning: Preliminary validation and relationship to academic achievement. The Spanish Journal of Psychology, 13 (2), 586-596.
Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C. (2000). Constructivist learning environments in a cross national study in Taiwan and Australia. International Journal of Science Education, 22 (1), 37-55.
Arisoy, N., Cakiroglu, J., & Sungur, S. (2007). A canonical analysis of learning environment perceptions and motivational beliefs. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL.
Arkun, S., & Askar, P. (2010). The development of a scale on assessing constructivist learning environments, Journal of Education, 39, 32-43.
Bandura, A. (1997). Self-efficacy. Harvard Mental Health Letter, 13 (9), 4-7.
Binti Maat, S. M., & Zakaria, E. (2010). The learning environment, teachers factor and students attitude towards mathematics among engineering technology students, International Journal of Academic, 2 (2), 16-20.
Bong, M. (2001). Role of self-efficacy and task value in predicting college students' course performance and future enrollment intentions. Contemporary Educational Psychology, 26, 553-570.
Brockman, G. (2006). What factors influence achievement in remedial mathematics classes? Dissertation Doctor of Education, University of Southern California.
Byrne, B. M. (1994). Structural equation modeling with EQS and EQS/Windows. Thousand Oaks, CA: Sage Publications.
Byrne, B. M. (2001). Structural Equation Modeling with Amos: Basic Concepts, Applications, and Programming. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dethlefs, T. M. (2002). Relationship of costructivitist learning environment to students’ attitudes and achievement in high school mathemathics and science. Unpublished Doctoral Dissertation. University of Nebraska.
Duncan, T. G., & McKeachie, W. J. (2005). The making of the motivated strategies for learning questionnaire. Educational Psychologist, 40 (2), 117-128.
Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A.,
Rettig, M., & Hammond, K. A. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology, 102 (3), 729-740.
Fraser, B. J., & Walberg, H. J. (2005). Research on teacher–student relationships and learning environments: Context, retrospect and prospect. International Journal of Educational Research, 43 (1), 103-109.
Giles, D. (2002). Advanced research methods in psychology. New York: Cambridge University Press.
Greene, B. A., & Miller, R. B., Crowson, H. M., Duke, B. L., & Akey, K. L. (2004). Predicting high school students cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 21, 462-482.
Guzel, E. B. (2007). The effect of a constructivist learning environment on the limit concept among mathematics students. Educational Sciences: Theory & Practice, 7 (3), 1189-1195.
Hansen, J. M., & Childs, J. (1998). Creating a school where people like to be. Educational Leadership, 56 (1), 14-17.
Heck, R. (2000). Examining the impact of school quality on school outcomes and improvement: A value-added approach. Educational Administration Quarterly, 36, 513–552.
Hoang, T. N. (2008). The effects of grade level, gender, and ethnicity on attitude and learning environment in mathematics in high school. International Electronic Journal of Mathematics Education, 3 (1), 47-59.
Hodges, C. B. (2008). Self-efficacy in the context of online learning environments: A review of the literature and directions for research. International Society for Performance Improvement, 20 (3-4), 7-25.
Johnson, C. (2008). The link between teacher practices and high school students mathematics self-efficacy: A multilevel analysis. Unpublished Doctoral Dissertation. Cleveland State University.
Kamaruddin, R., Zainal, N. R., & Aminuddin, Z. M. (2009). The quality of learning environment and academic performance from a student’s perception. International Journal of Business and Management, 4 (4), 171-175.
Khalil, M., & Saar, V. (2009). The classroom learning environment as perceived by students in Arab elementary schools. Learning Enviroment Research,12,143-156.
Kuhn, D. (2007). Is direct instruction an answer to the right question?. Educational Psychologist, 42, 109-113.
Levpuscek, M. P., Zupancic, M. (2009). The role of parental involvement, teachers' behavior, and students' motivational beliefs about math. Journal of Early Adolescence, 29 (4), 541-570.
Ley, K., & Young, D .B. (2001). Instructional principles for self-regulation. Educational Technology Research and Development, 49, 93-103.
Liang, J. C., & Tsai, C. C. (2008). Internet self-efficacy and preferences toward constructivist internet-based learning environments: A study of pre-school teachers in Taiwan. Educational Technology & Society, 11 (1), 226-237.
Liem, A. D., Lau, S., & Nie, Y. (2008). The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome. Contemporary Educational Psychology, 33, 486-512.
Lin, Y., McKeachie, W. J., & Che Kim, Y. (2001). College student intrinsic and/or extrinsic motivation and learning. Learning & Individual Differences, 13 (3), 252.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31 (3), 313-328.
Liu, M. (2005). The effect of a hypermedia learning environment on middle school students' motivation, attitude, and science knowledge. Computers in the Schools, 22 (3), 159-171.
Liu, M., Hsieh, P., Cho, Y., & Schallert, D. (2006). Middle school students self efficacy, attitudes and achievement in a computer-enhanced problem-based learning environment. Journal of Interactive Learning Research, 17 (3), 225-242.
Loyens, S. M., Rikers, R. M. J. P., & Schmidt, H. G. (2008). Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies. Instruction Science, 36, 445-462.
Mahalangu, P. P. (2007). The contribution of the teaching-learning environment to the development of self-regulation in learning. Unpublished Doctoral Dissertation, University of Pretoria.
Marra, R. (2005). Teacher beliefs: The impact of the design of constructivist learning environments on instructor epistemologies. Learning Environments Research, 8, 135-155.
Middleton, M. J., & Midgley, C. (1997). Avoiding the demonstration of lack of ability: An underexplored aspect of goals theory. Journal of Educational Psychology, 89, 710-718.
Moenikia, M., & Babelan, A. Z. (2010). A study of simple and multiple relations between mathemathics attitude, academic motivation and intelligence quetionet with mathemathics achievement. Procedia Social and Behavioral Sciences, 2, 1537-1542.
Moore, N. M. (2005). Constructivism using group work and the impact on self-efficacy, intrinsic motivation, and group work skills on middle-school mathematics students. Unpublished Doctoral Dissertation. Capella University.
Nasiriyan, A., Khezri Azar, H., Noruzy, A. & Dalvand, M. R. (2011). A model of self-efficacy, task value, achievement goals, effort and mathematics achievement. Journal of Academic Research, 3 (2), 612-618.
Nasser, F. & Birenbaum, M. (2005). Modeling mathematics achievement of Jewish and Arab eight graders in Israel: The effects of learner-related variables. Educational Research and Evaluation, 11 (3), 277-302.
Nie, Y., & Lau, S. (2010). Differential relations of constructivist and didactic instruction to students’ cognition, motivation, and achievement. Learning and Instruction, 20, 411-423.
Ozkal, K., Tekkaya, C., & Çakiroglu, J. (2009). Investigation 8th grade students perceptions of constructivist science learning environment, Education & Science, 34 (153), 38-46.
Pajares, F., & Graham, L. (1999). Self-efficacy, motivation constructs, and mathematics performance of entering middle school students. Contemporary Educational Psychology, 24, 124-139.
Partin, M. L. (2008). The CLEM model: Path analysis of the mediating effects of attitudes and motivational beliefs on the relationship between perceived learning environment and course performance in an undergraduate nonmajor biology course. Unpublished Doctoral Dissertation. Bowling Green State University.
Pintrich, P. R., & DeGroot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82 (1), 33-40.
Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: theory, research, and applications. Columbus, OH: Merrill.
Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813.
Preacher, K. J., & Hayes, A. F. (2008). Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-
being. American Psychologist, 55 (1), 68.
Schenkel, B. (2009). The impact of an attitude toward mathematics on mathematics performance, Unpublished Thesis, Marietta College.
Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Second edition. Mahwah, NJ: Lawrence Erlbaum Associates.
Senler, B., & Sungur, S. (2009). Parental influences on students' self-concept, task value beliefs, and achievement in science. The Spanish Journal of Psychology, 12 (1), 106-117.
Shehni Yailagh, M., Lloyd, J., & Walsh, J (2009). The causal relationships between attribution styles, mathematics self-efficacy beliefs, gender differences, goal setting, and math achievement of school children. Journal of Education & Psychology, 3 (2), 95-114.
Sungur, S., & Gungoren, S. (2009). The role of classroom environment perceptions in self-regulated learning and science achievement. Elementary Education Online, 8 (3), 883-900.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics. 5 th ed. United States: Pearson Education
Tapia, M. (1996). The attitudes toward mathematics instrument. Paper presented at the annual meeting of the Mid-South Educational Research Association, Tuscaloosa, AL.
Tapia, M., & Marsh, G. E. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8 (2), 16-21.
Teknomo, K. (2006). What is Bootstrap Method? Bootstrap Sampling Tutorial, Retrieved in http://people.revoledu.com/kardi/tutorial/ Bootstrap/bootstrap.htm.
Velez, J. J. (2008). Instructor communication behaviors and classroom climate: Exploring relationships with student self-efficacy and task value motivation. Unpublished Doctoral Dissertation. The Ohio State University.
Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
Young, M. R. (2005). The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning. Journal of Marketing Education, 27 (25), 25-40.
Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.