مقایسه رضایت تحصیلی و پیشرفت تحصیلی در نیمرخهای مختلف انگیزشی دانش‌آموزان: تحلیل مبتنی بر شخص
الموضوعات :
محمد ستایشی اظهری
1
(مربی گروه روانشناسی، واحدقم، دانشگاه آزاد اسلامی، قم، ایران)
میترا کیالی
2
(قم)
الکلمات المفتاحية: پیشرفت تحصیلی, تحلیل خوشه‌ای, رضایت تحصیلی, نیمرخ انگیزشی,
ملخص المقالة :
عوامل زیادی مثل انگیزش، عزت‌نفس می‌توانند بر یادگیری دانش‌آموزان تأثیر بگذارند. دراین‌باره، شواهد نشان داده که انگیزش یکی از عوامل مؤثر و مهم در بهبود عملکرد دانش‌آموزان است. پژوهش حاضر باهدف تعیین نیمرخ انگیزشی دانش‌آموزان با استفاده از تحلیل مبتنی بر شخص و مقایسه پیشرفت تحصیلی و رضایت تحصیلی با توجه به این نیمرخ‌ها انجام‌گرفته است. این پژوهش یک مطالعه توصیفی- علی مقایسه‌ای است. تعداد 237 نفر دانش‌آموز مقطع متوسطه اول پایه‌ی هشتم و نهم مقیاس جهت‌گیری اهداف پیشرفت الیوت و مک گرگور و رضایت تحصیلی لنت و همکاران را تکمیل نمودند. برای تحلیل داده‌ها با استفاده از نرم‌افزار SPSS از روش تحلیل خوشه‌ای و تحلیل واریانس چند متغیره (MANOVA) بهره گرفته شد. بر اساس نتایج حاصل از تحلیل خوشه‌ای، چهار خوشه انگیزش برای دانش‌آموزان به دست آمد: 7/12 درصد در خوشه بی انگیزشی، 2/35 درصد در خوشه انگیزش سه گانه، 6/19 درصد در خوشه تبحرگرا-عملکردگرا و 38 درصد خوشه انگیزش چندگانه قرار گرفتند. پیشرفت تحصیلی و رضایت تحصیلی خوشه بی انگیزشی، کمتر از سایر خوشه‌ها بود (001/0P<). یافته‌های به‌دست‌آمده می‌تواند به مسئولین حوزه آموزش کمک نماید تا با طراحی برنامه‌های مداخله‌ای تربیتی در ارتقا و یا حفظ انگیزش دانش‌آموزان، در طول سال‌های تحصیلی اقدامات مؤثری را انجام دهند
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Vahedi, Sh., & Mohebbi, M. (2016), Psychometric futures of academic satisfaction scale, second conference of school psychology, may 23th [In Persian].
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Badri, R., & Beyrami, N. (2009). Goal achievement orientation of deaf students: a person-centered analysis, Journal of psychological university of Tabriz, 15(3), 1-22 [In Persian].
Badri, R., Mahdavi, A., & Zarabi, M. (2001). Motivational Profiles and academic burnout in students: a person-centered analysis, Journal of psychological achievement,4(2), 45-62[In Persian].
Badri, R., Moradi, S., & Hosseinpoor, H. (2011). Motivational Profiles of university students: Comparing of cognitive, emotional and social performance, Journal of Modern Psychological Studies, 6(21), 20-42 [In Persian].
Bari, R., Arianpoor, E., & Farid, A. (2009). Profiles of Students foal achievement orientation and preferring learning atmosphere. Journal of Pedagogy, 2(3), 143-162 [In Persian].
Baykal, U., Sokmen, S., Korkmaz, S., & Akgun, E. (2005). Determining student satisfaction in a nursing college. Nurse Education Today, 25(4), 255-262.
Carvalho, R. G. G. (2016). Gender differences in academic achievement: The mediating role of personality. Personality and Individual Differences, 94, 54-58.
Casanova, P. F., García-Linares, M. C., de la Torre, M. J., & de la Villa Carpi, M. (2005). Influence of Family and Socio-Demographic Variables on Students with Low Academic Achievement, Educational Psychology, 25 (4), 2005 423–43.
Chen, S. H., Main, A., Zhou, Q., Bunge, S. A., Lau, N., & Chu, K. (2015). Effortful control and early academic achievement of Chinese American children in immigrant families. Early Childhood Research Quarterly, 30, 45-56.
Cravener, P. A. (1997). Promoting active learning in large lecture classes. Nurse educator, 22(3), 21-26.
Daniels, L., Haynes, T., Stupnisky, R., Perry, R., Newall, N., & Pekrun, R. (2008). Individual differences in achievement goals: a longitudinal study of cognitive, emotional, and achievement outcomes, Contemporary Educational Psychology, 33. 584-608.
Deary, I. J., Strand, S., Smith, P., & Fernandes, C. (2007). Intelligence and educational achievement. Intelligence, 35(1), 13-21.
Deci, E. L., & Ryan, R. M. (Eds). (2002). Handbook of self-determination research. Rochester, NY: University of Rochester Press.
Debicki, B., Kellermanns, F., Allison, B., Pearson. A., & Pearson, R. (2016). Beyond the Big Five: The mediating role of goal orientation in the relationship between core self-evaluations and academic, The International Journal of Management Education,14(2) 273-285.
El Ansari, W., & Oskrochi, R. (2004). What ‘really’ affects health professions students’ satisfaction with their educational experience? Implications for practice and research. Nurse Education Today, 24(8), 644-655.
Elliot, A., & McGregor, H. (2001). A 2*2 achievement goal framework, Journal of Personality and social Psychology, 30, 951-971.
Erdogan, Y., Bayram, S., & Deniz, L. (2008). Factors that Influence Academic Achievement and Attitudes in Web Based Education, International Journal of Instruction, 1(1), 31-48.
Ergul, H. (2004). Relationship between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University, Turkish Online, Journal of Distance Education, 5(2).
Faraji, N. (2014). Research methods. Tehran: Poran Pajohesh [In Persian].
Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119-137.
Lane, K. L., Barton-Arwood, S. M., Nelson, J. R., & Wehby, J. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17(1), 43-62.
Machell, K. A., Blalock, D. V., Kashdan, T. B., & Yuen, M. (2016). Academic achievement at the cost of ambition: The mixed results of a supportive, interactive environment on socially anxious teenagers. Personality and Individual Differences, 89, 166-171.
Nesbitt, K. T., Baker-Ward, L., & Willoughby, M. T. (2013). Executive function mediates socio-economic and racial differences in early academic achievement. Early Childhood Research Quarterly, 28(4), 774-783.
Olatunde, P. (2009). Students Attitude towards Mathematics and Academic Achievement in Some Selected Secondary Schools in Southwestern Nigeria. European Journal of Scientific Research, 36(3): 336-341.
O'Sullivan, E. M. (2010). The demographic and academic profile of Irish dental school faculty members. Journal of the Irish Dental Association.
Pintrich, P. & Schunk, D. (2002). Motivation in education: theory, research, and applications. Tehran: Nashr Elmi [In Persian].
Premuzic, T., Furnham, A., Dissou, G., & Heaven, P. (2005). Personality and preference for academic assessment: A study with Australian University students. Learning andIndividual Difference,15, 247-256.
Ratelle, F., Guay, F., Vallerand, Larose, J., & Sene’cal, C. (2007). Autonomus, Controlled, and Amotivated Types of academic Motivation: A person-oriented Analysis, Journal of educational psychology, 99, 734-746.
Ray, B. D. (2010). Academic achievement and demographic traits of homeschool students: A nationwide study. Academic Leadership: The Online Journal, 8, 1-31.
Saif, A. (2012). Modern educational psychology, Tehran: Doran [In Persian].
Setayeshi Azhari, M. (2016), The structural relationship between early maladaptive schemas and academic achievement in students: the mediating role of the academic procrastination and perfectionism, MA. Thesis, University of Tabriz [In Persian].
Simões, C., Matos, M. G., Tomé, G., Ferreira, M., & Chaínho, H. (2010). School satisfaction and academic achievement: the effect of school and internal assets as moderators of this relation in adolescents with special needs. Procedia-Social and Behavioral Sciences, 9, 1177-1181.
Tuominen-Soini, H., Salela_Aro, K., & Niemivirta, M. (2008). Achievement goal orientation and subjective well-being: A person-centred analysis, Learning and Instruction, 18, 251-226.
Umbach, P. D., & Porter, S. R. (2002). How do academic departments impact student satisfaction? Understanding the contextual effects of departments. Research in Higher Education, 43(2), 209-234.
Vahedi, S., Esmaeelpoor, Kh., Zamanzade, V., & Ataeezade, A. (2012). The nursing students’ motivational profie and its relationship to their academic achievement: A person-oriented approach, Journal of Nursing Vision, 1(1),37-46 [In Persian].
Vahedi, Sh., & Mohebbi, M. (2016), Psychometric futures of academic satisfaction scale, second conference of school psychology, may 23th [In Persian].
