تأثیر آموزش مهارتهای ارتباطی بر انگیزش تحصیلی و سازگاری تحصیلی دانش‌آموزان دوره متوسطه
الموضوعات :
جعفر بهادری خسروشاهی
1
(دانشجوی دکتری روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران)
رامین حبیبی‌کلیبر
2
(دکتری روانشناسی تربیتی، استادیار گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران)
الکلمات المفتاحية: انگیزش تحصیلی, آموزش مهارتهای ارتباطی, سازگاری تحصیلی,
ملخص المقالة :
هدف این پژوهش تعیین تأثیر آموزش مهارت های ارتباطی بر انگیزش تحصیلی و سازگاری تحصیلی دانش‌آموزان دوره متوسطه بود. روش پژوهش نیمه تجربی و از نوع پیش آزمون- پس آزمون با گروه کنترل بود. جامعه آماری این پژوهش کلیه دانش‌آموزان پسر دوره متوسطه مدارس شهر ایلخچی می باشند که در سال تحصیلی 96-1395 مشغول به تحصیل بودند. نمونه شامل 52 دانش آموز بود که به روش نمونه گیری خوشه ای چندمرحله ای انتخاب و به صورت تصادفی در دو گروه آزمایش (25 نفر) و گروه کنترل (27 نفر) گمارده شدند. ابزار جمع آوری داده ها پرسشنامه سازگاری تحصیلی و انگیزش تحصیلی بود که تمام آزمودنی ها در مرحله پیش آزمون آن را تکمیل کردند، سپس برنامه آموزش مهارت های ارتباطی برای گروه آزمایش در هشت جلسه اجرا شد و در نهایت، پس آزمون از تمام گروه های گروه آزمایش و کنترل گرفته شد. به منظور تجزیه و تحلیل داده ها از روش تحلیل کواریانس استفاده شد. نتایج پژوهش نشان داد که آموزش مهارت های ارتباطی بر انگیزش تحصیلی و سازگاری تحصیلی دانش‌آموزان دوره متوسطه تأثیر دارد. در واقع آموزش مهارت های ارتباطی باعث افزایش انگیزش درونی، انگیزش بیرونی و سازگاری تحصیلی شده و میزان بی انگیزشی را در دانش‌آموزان کاهش می دهد.
احمدی، محمدسعید؛ حاتمی، حمیدرضا؛ احدی، حسن؛ و اسدزاده، حسن (1392). تأثیر آموزش مهارت های ارتباطی بر باورهای خودکارآمدی و پیشرفت تحصیلی دانش‌آموزان دختر. رهیافتی نو در مدیریت آموزشی، 4(4)، 105-116.
اردلان، الهام و حسین‌چاری، مسعود (1389). پیشبینی سازگاری تحصیلی بر اساس مهارتهای ارتباطی با واسطه باورهای خودکارامدی. فصلنامه روانشناسی تربیتی، 17(6)، 1-28.
بندهپور، احمد (1387). بررسی اثربخشی آموزشهای خودگوییهای مثبت بر افزایش سازگاری اجتماعی، تحصیلی، عاطفی در دختران دانشآموز اول دبیرستان آموزش و پرورش منطقه شهر تهران. پایاننامه کارشناسی‌ارشد روانشناسی تربیتی، دانشگاه علوم و تحقیقات تهران.
پورعبدل، سعید؛ صبحیقراملکی، ناصر؛ و عباسی، مسلم (1394). نیمرخ نارسایی شناختی، نارسایی هیجانی و اجتناب شناختی در دانش‌آموزان با و بدون اختلال یادگیری خاص. روشها و مدلهای روانشناختی، 6 (20)، 72-55.
جمالیقرهقشلاقی، الهه (1394). بررسی رابطه هوش اجتماعی با کنترل پرخاشگری و افزایش سازگاری فردی در بین دانشجویان علوم انسانی دانشگاه آزاد اسلامی واحد ارومیه در سال تحصیلی 94-1393. پایاننامه کارشناسی‌ارشد روانشناسی، دانشگاه آزاد اسلامی واحد ارومیه.
سیف، علی‌اکبر (1390). روانشناسی پرورشی نوین. تهران: انتشارات دوران.
سینها، ای. کی. پی. و سینک، آر. پی (1380). راهنمای پرسشنامهی سازگاری دانش‌آموزان دبیرستانی. ترجمه ابوالفضل کرمی. تهران: مؤسسهی روان تجهیز سینا.
شهابیدیلمقانی، لیلا (1395). رابطه رفتارهای پرخطر و انگیزش تحصیلی با راهبردهای تنظیم شناختی هیجان در دانش‌آموزان دختر دوره متوسطه شهر تبریز. پایاننامه کارشناسی‌ارشد روانشناسی تربیتی، دانشگاه آزاد اسلامی واحد عجبشیر.
کاوسیان، جواد؛ فراهانی، محمدنقی؛ کدیور، پروین؛ هومن، عباس؛ شهرآرای، مهرناز و فرزاد، ولی‌اله (1386). مطالعه عوامل مؤثر برانگیزش تحصیلی دانش‌آموزان دختر و پسر دبیرستانهای سراسر کشور. فصلنامه علمی پژوهشی روان شناسی دانشگاه تبریز، 2(8)، 104-81.
کریمی، فریبا و فکری، سعیده (1392). سنجش مهارتهای زندگی دانش‌آموزان پایه اول متوسطه. نشریه علمی پژوهشی آموزش و ارزشیابی، 6 (22)، 85-73.
گنجی، حمزه؛ مامی، شهرام؛ امیریان، کامران و نیازی، الیاس (1394). اثربخشی آموزش سخترویی (مدل کوباسا و مدی) بر اضطراب امتحان و پیشرفت تحصیلی دانش‌آموزان. نشریه علمی پژوهشی آموزش و ارزشیابی، 8(29)، 73-61.
ویسانی، مختار؛ لواسانی، غلامعلی و اژهای، جواد (1391). نقش اهداف پیشرفت، انگیزش تحصیلی و راهبردهای یادگیری بر اضطراب آمار، آزمون مدل علی. مجله روانشناسی، 62(16)، 160-142.
یگانه شمامی، لیلا؛ خسرو جاوید، مهناز؛ و حسین‌خانزاده، عباسعلی (1394). تأثیر آموزش گروهی مهارتهای ارتباطی در سازشیافتگی و همدلی دانش‌آموزان. مجله علوم رفتاری، ۹ (۳۲)، 8-7.
Ahmadi, M. S., Hatami, H. R., Ahadi, H. R., & Asadzadeh, H. (2014). A Study of the Effect of Communication Skills Training on the Female Students’ Self-efficacy and Achievement. New Approaches in Educational Administration, 4(4), 105-116 [In Persian].
Akomolafe, M. J., Ogunmakin, A. O., & Fasooto, G. M. (2013). The role of academic self- efficacy, academic motivation and academic self- concept in predicting secondary school Students academic performance. Journal of Educational and Social Research, 3(2), 335-342.
Ardlan, E., Hosinchari, M. (2011). Predicting academic adjustment based on self-efficacy mediated communication skills. Educational Psychology Quarterly, 6(17), 1-28 [In Persian].
Arip, M. A. S. M., Yusooff, F. B., Jusoh, A. J., Salim, S. S. S., & Samad, N. A. (2011). The effectiveness of cognitive behavioral therapy (CBT) treatment group on self-concept among adolescents. International Journal of Humanities and Social Science, 1(8), 113-122.
Areepattamannil, SH. (2011). Academic self- concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India. Ph. D. dissertation, Queen’s university, Ontario, Canada, 1-200.
Banepour, A. (2009). Investigating the effectiveness of positive self-talk in increasing social, academic, and emotional adjustment of junior high school students in Tehran. (Unpublished Master's thesis), University of Science and Research Branch of Tehran [In Persian].
Bengtsson, B., & Ohlsson, B. (2010). The nursing and medical students' motivation to attain knowledge. Nurse Education Today, 30,150–6.
Boulter, L. T. (2002). Self-concept as a predictor of college freshman academic adjustment. College Student Journal, 36(2), 234-246.
Chen, K.C., & Jang, S.J. (2010). Motivation in online learning: Testing a model of self-determination theory. Journal of Computers in Human Behavior, 26, 741–752.
Ceyhan, A. A. (2006). An Investigation of Adjustment Levels of Turkish University Students whit Respect to Perceives Communication Skill Levels. Journal of Social Behavior and Personality, 34(4), 367-380.
Davis, H. A. (2001). The quality and impact of relationships between elementary school students and teachers. Educational Psychology, 26, 431-453.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In r. Dienstbier (ED.), Nebraska symposium on motivation. Perspectives on Motivation, 38, 237-288.
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37(4), 97–105.
Ganji, H., Mami, SH., Amirian, K., & Niazi, E. (2015). The Effectiveness of Hardiness Training (Kobasa Mody Model) on Students’ Test Anxiety and Academic Achievement. Instruction and Evaluation Quarterly Journal, 29 (8), 61-73 [In Persian].
Gursimsek, I., Vural, D. E., & Demirsoz, E. S. (2008). The relation between emotional intelligence and communication skills of teacher candidate, Mehmet Akif Ersoy Universitesi Egitim Fkultesi Dergisi December, 1-11
Hargie, O., S., & Dickson, D. (2004). Skilled Interpersonal Communication: Research, Theory and Practice. NewYork: Routledge
Harrison, L. J., Clarke, L., & Ungerer, J. A. (2006). Children’s Drawing Provide a New Perspective on Teacher-Child Relation Quality and School Adjustment. Australia Macquarie University. Early Childhood Research Quarterly, P. 55-71.
Hedman, E., Mortberg, E., Hesser, H., Clark, D.M., Lekander, M., Andersson, E., & Ljotsson, B. (2013). Mediators in psychological treatment of social anxiety disorder: Individual cognitive therapy compared to cognitive behavioral group therapy. Behavior Research and Therapy, 51(10), 696-705.
Hong, E., Peng, Y., & Rowel, L. L. (2009). Homework self- regulation: grade, gender, achievement-level differences. Learning and Individual Differences, 19(2), 269-276.
Hughes, J.N., Dyer, N., Luo, W., & Kwok, O. (2009). Effects of peer academic reputation on achievement in academically at-risk elementary students. Journal of Applied Developmental Psychology, 30, 182–194.
Hunter, D., Gambell, T., & Randhawa, B. (2005). Gender gaps in group listening and speaking: issues in social constructivist approaches to teaching and learning. Educational Review, 47, 329-355.
Jamali gareh gshlagi, E. (2015). The relationship between social intelligence, and control of aggression and increasing in individual adjustment among humanities students of Islamic Azad University of Urmia in the academic year 2014-2015. (Unpublished MSc thesis), Islamic Azad University of Urmia [In Persian].
Karimi, F., & Fekri, S. (2013). A study of life skills assessment among first grade high school students. Instruction and Evaluation Quarterly Journal, 6 (22), 73-85 [In Persian].
Kaur, D. (2006). International students and American higher education: A study of the academic adjustment experiences of six Asian Indian international students at a research level II University. (Unpublished doctoral dissertation), North Carolina University.
Kavousiaan, J., Farahani, M., Kadivar, P., Hooman, A., Shahraray, M., & Farzad, V. (2008). The Study of Effective Factors in High School Studentsʼ Academic Motivation. Journal of Psychology, 2(8), 81-104 [In Persian].
Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Journal of Contemporary Educational Psychology, 6(3), 1-16.
Lopez, C., & Dubois, D. L. (2005). Peer victimization and rejection: Investigation of an integrative model of effects on emotional, behavioral, and academic adjustment in early adolescence. Journal of Clinical Child and Adolescent Psychology, 34, 25-36.
Murray, C., & Murray, K. M. (2004). Correntes of teacher-atudent relationships: An examination of child demographic characteristics, behavioral orientations. Psychology in the Schools, 41, 751-762.
Nicholson, J. (2006). Computer-mediated learning: An empirical examination of the influence of technology, task, and individual characteristics. (Unpublished doctoral dissertation), Washington State University.
Pehlivan, K. B. (2005). Ogretmen adaylarmin illetisim becerisi algilari uzerine bircalisma. Illkogretim- online, 42(2), 17-23.
Porabdol, S., Sobhigaramalki, N., & Abassi, M. (2015). The comparison of cognitive failures, alexithymia and cognitive avoidance in students with and without specific learning disorder. Psychological methods and models, 6(20), 55-72 [In Persian].
Punia, S., & Sangwan, S. (2011). Emotional intelligence and social adaptation of school children. Journal of Psychology, 2(2), 83-87.
Reed-victor, E. (2004). Individual differences and early school adjustment: Teacher appraisals of young children with special needs. Early Child Development and Care, 174 (1), 59-79.
Roeser, R. W., Eccles, J.S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321-352.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudemonic well-being. Annual Review of Psychology, 52, 141-166.
Saif, A. A. (2012). Modern educational psychology. Tehran: Publication Doran [In Persian].
Schellenberg, R. (2012). The School Counselor's Study Guide for Credentialing Exams. New York: Routledge Taylor & Francis.
Scott, R., & Scott, W. A. (1998). Adjustment of adolescents: cross-cultural similarities and differences. London: Routledge.
Shahabi dimagani, L. (2017). The Relationship between Risky Behavior and Motivation with Cognitive Regulation Emotional Strategies among Secondary School Female Students of Tabriz. (Unpublished Master). Ajabshir Branch, Islamic Azad University [In Persian].
Simpson, W. K., & Pychy, T. (2009). Investigating the relation between procrastination, arousal-based personality traits and beliefs about procrastination motivations. A Personality and Individual Differences, 47, 906–91.
Sinha, P., & Sink, R. P. (1993). Guidelines for high school students' regulation questionnaire. [A. Karami, Trans.]. Tehran: Sina Institute of Mental Processing [In Persian].
Teodoro, M. L., Kappler, K. C., Rodrigues, J. L., de Freitas, P. M., & Haase, V. G. (2005). The Matson evaluation of social skills with youngsters (MESSY) and its adaptation for Brazilian children and adolescents. International Journal of Psychology, 39(2), 239-246.
Vallerend, R. j., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and a motivation in education. Journal of Educational and Psychological Measurement, 52, 1003-1017.
Weisani, M., Gholamali Lavasani, M., & Ejei, J. (2012). The effect of achievement goals on statistics anxiety through academic motivation and statistic learning. Journal of Psychology, 16(2), 142-160 [In Persian].
Yang, Ch., Kim, B., & Laffey, J. M. (2006). Exploring the Relationship between Students, Academic Motivation and Social Ability in Online Learning Environments. University of Missouri-Columbia.
Yeganeh shamami, L., khosrojavid, M., & Hosein khanzadeh, A. A. (2015). The effectiveness of group communication skill training on studentsʼ adjustment and empathy. Journal of Behavioral Sciences, 9 (32), 7-8 [In Persian].
Zettergren, P. (2003). School adjustment in adolescence for previously rejected, average and popular children. Journal of Educational Psychology, 73(2), 207-221
_||_Ahmadi, M. S., Hatami, H. R., Ahadi, H. R., & Asadzadeh, H. (2014). A Study of the Effect of Communication Skills Training on the Female Students’ Self-efficacy and Achievement. New Approaches in Educational Administration, 4(4), 105-116 [In Persian].
Akomolafe, M. J., Ogunmakin, A. O., & Fasooto, G. M. (2013). The role of academic self- efficacy, academic motivation and academic self- concept in predicting secondary school Students academic performance. Journal of Educational and Social Research, 3(2), 335-342.
Ardlan, E., Hosinchari, M. (2011). Predicting academic adjustment based on self-efficacy mediated communication skills. Educational Psychology Quarterly, 6(17), 1-28 [In Persian].
Arip, M. A. S. M., Yusooff, F. B., Jusoh, A. J., Salim, S. S. S., & Samad, N. A. (2011). The effectiveness of cognitive behavioral therapy (CBT) treatment group on self-concept among adolescents. International Journal of Humanities and Social Science, 1(8), 113-122.
Areepattamannil, SH. (2011). Academic self- concept, academic motivation, academic engagement, and academic achievement: A mixed methods study of Indian adolescents in Canada and India. Ph. D. dissertation, Queen’s university, Ontario, Canada, 1-200.
Banepour, A. (2009). Investigating the effectiveness of positive self-talk in increasing social, academic, and emotional adjustment of junior high school students in Tehran. (Unpublished Master's thesis), University of Science and Research Branch of Tehran [In Persian].
Bengtsson, B., & Ohlsson, B. (2010). The nursing and medical students' motivation to attain knowledge. Nurse Education Today, 30,150–6.
Boulter, L. T. (2002). Self-concept as a predictor of college freshman academic adjustment. College Student Journal, 36(2), 234-246.
Chen, K.C., & Jang, S.J. (2010). Motivation in online learning: Testing a model of self-determination theory. Journal of Computers in Human Behavior, 26, 741–752.
Ceyhan, A. A. (2006). An Investigation of Adjustment Levels of Turkish University Students whit Respect to Perceives Communication Skill Levels. Journal of Social Behavior and Personality, 34(4), 367-380.
Davis, H. A. (2001). The quality and impact of relationships between elementary school students and teachers. Educational Psychology, 26, 431-453.
Deci, E. L., & Ryan, R. M. (1991). A motivational approach to self: Integration in personality. In r. Dienstbier (ED.), Nebraska symposium on motivation. Perspectives on Motivation, 38, 237-288.
Freilich, R., & Shechtman, Z. (2010). The contribution of art therapy to the social, emotional, and academic Adjustment of children with learning disabilities. The Arts in Psychotherapy, 37(4), 97–105.
Ganji, H., Mami, SH., Amirian, K., & Niazi, E. (2015). The Effectiveness of Hardiness Training (Kobasa Mody Model) on Students’ Test Anxiety and Academic Achievement. Instruction and Evaluation Quarterly Journal, 29 (8), 61-73 [In Persian].
Gursimsek, I., Vural, D. E., & Demirsoz, E. S. (2008). The relation between emotional intelligence and communication skills of teacher candidate, Mehmet Akif Ersoy Universitesi Egitim Fkultesi Dergisi December, 1-11
Hargie, O., S., & Dickson, D. (2004). Skilled Interpersonal Communication: Research, Theory and Practice. NewYork: Routledge
Harrison, L. J., Clarke, L., & Ungerer, J. A. (2006). Children’s Drawing Provide a New Perspective on Teacher-Child Relation Quality and School Adjustment. Australia Macquarie University. Early Childhood Research Quarterly, P. 55-71.
Hedman, E., Mortberg, E., Hesser, H., Clark, D.M., Lekander, M., Andersson, E., & Ljotsson, B. (2013). Mediators in psychological treatment of social anxiety disorder: Individual cognitive therapy compared to cognitive behavioral group therapy. Behavior Research and Therapy, 51(10), 696-705.
Hong, E., Peng, Y., & Rowel, L. L. (2009). Homework self- regulation: grade, gender, achievement-level differences. Learning and Individual Differences, 19(2), 269-276.
Hughes, J.N., Dyer, N., Luo, W., & Kwok, O. (2009). Effects of peer academic reputation on achievement in academically at-risk elementary students. Journal of Applied Developmental Psychology, 30, 182–194.
Hunter, D., Gambell, T., & Randhawa, B. (2005). Gender gaps in group listening and speaking: issues in social constructivist approaches to teaching and learning. Educational Review, 47, 329-355.
Jamali gareh gshlagi, E. (2015). The relationship between social intelligence, and control of aggression and increasing in individual adjustment among humanities students of Islamic Azad University of Urmia in the academic year 2014-2015. (Unpublished MSc thesis), Islamic Azad University of Urmia [In Persian].
Karimi, F., & Fekri, S. (2013). A study of life skills assessment among first grade high school students. Instruction and Evaluation Quarterly Journal, 6 (22), 73-85 [In Persian].
Kaur, D. (2006). International students and American higher education: A study of the academic adjustment experiences of six Asian Indian international students at a research level II University. (Unpublished doctoral dissertation), North Carolina University.
Kavousiaan, J., Farahani, M., Kadivar, P., Hooman, A., Shahraray, M., & Farzad, V. (2008). The Study of Effective Factors in High School Studentsʼ Academic Motivation. Journal of Psychology, 2(8), 81-104 [In Persian].
Lee, J. Q., McInerney, D. M., Liem, G. A. D., & Ortiga, Y. P. (2010). The relationship between future goals and achievement goal orientations: An intrinsic–extrinsic motivation perspective. Journal of Contemporary Educational Psychology, 6(3), 1-16.
Lopez, C., & Dubois, D. L. (2005). Peer victimization and rejection: Investigation of an integrative model of effects on emotional, behavioral, and academic adjustment in early adolescence. Journal of Clinical Child and Adolescent Psychology, 34, 25-36.
Murray, C., & Murray, K. M. (2004). Correntes of teacher-atudent relationships: An examination of child demographic characteristics, behavioral orientations. Psychology in the Schools, 41, 751-762.
Nicholson, J. (2006). Computer-mediated learning: An empirical examination of the influence of technology, task, and individual characteristics. (Unpublished doctoral dissertation), Washington State University.
Pehlivan, K. B. (2005). Ogretmen adaylarmin illetisim becerisi algilari uzerine bircalisma. Illkogretim- online, 42(2), 17-23.
Porabdol, S., Sobhigaramalki, N., & Abassi, M. (2015). The comparison of cognitive failures, alexithymia and cognitive avoidance in students with and without specific learning disorder. Psychological methods and models, 6(20), 55-72 [In Persian].
Punia, S., & Sangwan, S. (2011). Emotional intelligence and social adaptation of school children. Journal of Psychology, 2(2), 83-87.
Reed-victor, E. (2004). Individual differences and early school adjustment: Teacher appraisals of young children with special needs. Early Child Development and Care, 174 (1), 59-79.
Roeser, R. W., Eccles, J.S., & Sameroff, A. J. (1998). Academic and emotional functioning in early adolescence: Longitudinal relations, patterns, and prediction by experience in middle school. Development and Psychopathology, 10, 321-352.
Ryan, R. M., & Deci, E. L. (2001). On happiness and human potentials: A review of research on hedonic and eudemonic well-being. Annual Review of Psychology, 52, 141-166.
Saif, A. A. (2012). Modern educational psychology. Tehran: Publication Doran [In Persian].
Schellenberg, R. (2012). The School Counselor's Study Guide for Credentialing Exams. New York: Routledge Taylor & Francis.
Scott, R., & Scott, W. A. (1998). Adjustment of adolescents: cross-cultural similarities and differences. London: Routledge.
Shahabi dimagani, L. (2017). The Relationship between Risky Behavior and Motivation with Cognitive Regulation Emotional Strategies among Secondary School Female Students of Tabriz. (Unpublished Master). Ajabshir Branch, Islamic Azad University [In Persian].
Simpson, W. K., & Pychy, T. (2009). Investigating the relation between procrastination, arousal-based personality traits and beliefs about procrastination motivations. A Personality and Individual Differences, 47, 906–91.
Sinha, P., & Sink, R. P. (1993). Guidelines for high school students' regulation questionnaire. [A. Karami, Trans.]. Tehran: Sina Institute of Mental Processing [In Persian].
Teodoro, M. L., Kappler, K. C., Rodrigues, J. L., de Freitas, P. M., & Haase, V. G. (2005). The Matson evaluation of social skills with youngsters (MESSY) and its adaptation for Brazilian children and adolescents. International Journal of Psychology, 39(2), 239-246.
Vallerend, R. j., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and a motivation in education. Journal of Educational and Psychological Measurement, 52, 1003-1017.
Weisani, M., Gholamali Lavasani, M., & Ejei, J. (2012). The effect of achievement goals on statistics anxiety through academic motivation and statistic learning. Journal of Psychology, 16(2), 142-160 [In Persian].
Yang, Ch., Kim, B., & Laffey, J. M. (2006). Exploring the Relationship between Students, Academic Motivation and Social Ability in Online Learning Environments. University of Missouri-Columbia.
Yeganeh shamami, L., khosrojavid, M., & Hosein khanzadeh, A. A. (2015). The effectiveness of group communication skill training on studentsʼ adjustment and empathy. Journal of Behavioral Sciences, 9 (32), 7-8 [In Persian].
Zettergren, P. (2003). School adjustment in adolescence for previously rejected, average and popular children. Journal of Educational Psychology, 73(2), 207-221
