پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 941 |
| تعداد مقالات | 7,773 |
| تعداد مشاهده مقاله | 12,854,652 |
| تعداد دریافت فایل اصل مقاله | 9,152,841 |
مقایسه‌ی انگیزش پیشرفت تحصیلی در دانش‌آموزان دختر مقاطع مختلف شهر تهران | ||
| اندیشه های نوین تربیتی | ||
| دوره 17، شماره 2 - شماره پیاپی 60، شهریور 1400، صفحه 29-51 اصل مقاله (510.66 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22051/jontoe.2021.15224.1789 | ||
| نویسندگان | ||
| فرشته نیک سیرت1؛ ملوک خادمی* 2 | ||
| 1دانشجوی دکتری روانشناسی دانشگاه آزاد اسلامی قم | ||
| 2دانشیار گروه روانشناسی تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه الزهرا، تهران، ایران | ||
| چکیده | ||
| هدف از این پژوهش مقایسه‌ی انگیزش پیشرفت تحصیلی دانش‌آموزان دختر دبستانی، دبیرستان دوره‌ی اول (راهنمایی)، و دبیرستان دوره‌ی دوم (متوسطه) در دو بعد انگیزش درونی و بیرونی است. جامعه‌ی آماری شامل کلیه‌ی دانش‌آموزان دختر شهر تهران است که به روش نمونه‌گیری خوشه‌ای چندمرحله‌ای 297 دانش‌آموز دختر (102 نفر از مقطع دبستان، 104 نفر از دبیرستان دوره‌ی اول، و 91 نفر دبیرستان دوره‌ی دوم) انتخاب شدند. روش پژوهش میدانی و توصیفی و از طریق حضور در مدارس مذکور، و ابزار پژوهش، پرسشنامه انگیزش پیشرفت تحصیلی هارتر می باشد که توسط دانش‌آموزان مذکور، پاسخ داده شد. روایی و پایایی این پرسشنامه توسط بحرانی و رضویه (1388) بررسی و ضریب آلفای انگیزش درونی و انگیزش بیرونی به ترتیب 85/0 و 69/0 و ضریب‌های بازآزمایی آنها 86/0 و 72/0 بدست آمد. همچنین تحلیل عامل پرسشنامه نیز از روایی سازه‌ی آن حکایت دارد. داده‌های حاصل از اجرای پرسشنامه، از طریق آزمون تجزیه و تحلیل واریانس یک راهه (ANOVA) و آزمون تعقیبی شفه، تحلیل شدند. طبق نتایج این پژوهش، میزان انگیزش تحصیلی در بعد انگیزش درونی در دانش‌آموزان دبستانی بیشتر از دانش‌آموزان دبیرستان دوره‌ی اول و دوره‌ی دوم بود. به بیانی دیگر، میانگین انگیزش درونی از دبستان تا دبیرستان دوره‌ی اول کاهش معنی‌داری می‌یابد و در دبیرستان دوره‌ی دوم یک افزایش غیرمعنی‌دار را طی می‌کند. میزان انگیزش بیرونی در دانش‌آموزان دبیرستان دوره‌ی اول و دبیرستان دوره‌ی دوم بیشتر از دانش‌آموزان دبستانی بود. همچنین انگیزش بیرونی از دبستان تا دبیرستان دوره‌ی اول افزایش معنی‌داری می‌یابد و در دبیرستان دوره‌ی دوم یک کاهش غیرمعنی‌دار را طی می‌کند. | ||
| کلیدواژه‌ها | ||
| انگیزش پیشرفت تحصیلی؛ انگیزش درونی و بیرونی؛ مقاطع گوناگون تحصیلی | ||
| عنوان مقاله [English] | ||
| Academic Motivation in Female Students of Different School Levels in Tehran City | ||
| نویسندگان [English] | ||
| Fereshteh Niksirat1؛ Molouk Khademi2 | ||
| 1PhD student of Qum Azad university | ||
| 2Associate Professor Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran | ||
| چکیده [English] | ||
| Abstract The present study was conducted to compare the academic motivation of primary school and junior and senior high school female students. The study population included female students in the city of Tehran, of whom 297 students were selected by multistage cluster sampling. The present descriptive survey was conducted by attending the above schools, and the study tool included Harter’s academic motivation scale. The validity and reliability of this scale were assessed by Bahrani and Razavieh (2009) with Cronbach’s alpha coefficient of 0.85 and 0.69 for intrinsic and extrinsic subscales, respectively. The answers to this questionnaire were analyzed by one-way ANOVA and Scheffe’s post hoc test. According to the results, the intrinsic academic motivation was higher in primary school students than that in junior and senior high school students, and conversely, extrinsic motivation was higher in junior and senior high school students than that in primary school students. Introduction Academic motivation comprises intrinsic processes that motivate and maintain efforts and activities to achieve academic goals (Areepattamannil, 2011). Intrinsic motivations root within an individual (Shekari, Kashani et al., 2010) while extrinsic motivations are external stimuli that arouse an individual (Parsons et al., 2001). Harter (1981) reported a decline in intrinsic motivation from primary to junior and senior high schools. Lepper et al. (2005) found that intrinsic motivation decreases from the third to the eighth grade. Gottfried et al. (2001) found that intrinsic academic motivation decreased from childhood to late adolescence. Bugler et al. (2015) reported that adaptive motivation of girls decreased between the ages of 11 and 16. The decline in academic motivation in early adolescence is one of the most important issues in educational research (Bugler et al., 2015). As such, in their longitudinal study of 10 to 15 year-old students, Martin and Steinbeck (2017) found a relationship between physical changes in puberty and the decline in academic motivation associated with academic failure. One of the factors associated with academic achievement is motivation for academic achievement (Tamannaeefar and Gandomi, 2011, Noohi et al., 2012; Chowdhury and Shahabuddin, 2007, and Motari et al., 2015). Given its importance and the lack of such a study in the target population (which assessed the decline or increase in academic motivation at different school levels), the present study aims to determine the differences in motivation for academic achievement at different school levels. The study hypotheses were: In the intrinsic dimension, academic motivation is greater in primary school students than that in junior and senior high school students. In the extrinsic dimension, academic motivation is greater in junior and senior high school students than that in primary school students. Methodology In terms of objective, the present study is an applied one, and in terms of data collection, it is a descriptive survey because it describes the status of variables. The study population included female students of primary schools and junior and senior high schools of Tehran in academic year 2013-14. One district in Tehran was randomly selected by multistage cluster sampling. Then, using the list of schools in the education department of that district, four primary schools, four junior and four senior high schools were selected, and one class was chosen from each school. A total of 297 fully completed questionnaires were included in the analysis, and incomplete ones were excluded. Harter’s academic motivation scale (AMS) was used. According to Lepper et al. (2005), one of the features of AMS is its use in revealing developmental trends in motivation. In this scale, intrinsic motivation subscale includes challenge, curiosity, and independent mastery, and extrinsic motivation subscale includes easy work, pleasing teacher, and dependence on teacher. The Cronbach’s alpha coefficient was 0.81 for intrinsic motivation subscale and 0.83 for extrinsic motivation subscale in primary school students, and 0.84 for intrinsic motivation subscale and 0.72 for extrinsic motivation subscale in junior high school students, and 0.85 for intrinsic motivation subscale and 0.81 for extrinsic motivation subscale in senior high school students. The validity and reliability of this scale were assessed by Bahrani and Razavieh (2009) with Cronbach’s alpha coefficient of 0.85 and 0.69 for intrinsic motivation and extrinsic motivation subscales, respectively. Also, construct validity of this scale was assessed using factor analysis (Bahrani and Razavieh, 2009). Data were analyzed in SPSS-20 using descriptive statistics to find frequency, percentage, mean and standard deviation, skewness and kurtosis, and inferential statistics with one-way ANOVA and Scheffe’s post hoc test. Results According to Table 1, the mean of intrinsic motivation in primary school students (m = 7.08) was higher than that in junior and senior high school students. The mean of extrinsic motivation in primary school students (m=37.46) was also less than that in junior and senior high school students. According to Table 2, there was a significant difference among the three school levels in intrinsic motivation (F=22.366; P≤0.05). There was also a significant difference among the three school levels in extrinsic motivation (F=38.152; P≤0.05). The results of Scheffe’s test show that mean intrinsic motivation in primary school students (m=71.08) was significantly higher than that in junior (m=61.87) and senior (M=63) high school students. Also, mean extrinsic motivation in primary school students (m = 37.46) was significantly lower than that in junior (m=49.82) and senior high school students (m=47.54). Discussion and conclusion The mean intrinsic academic motivation was higher in primary school students than that in junior and senior high school students, which agrees with the results obtained by Gottfried et al. (2001), Lepper et al. (2005), Martin (2005), Bugler et al. (2015), and Martin and Steinbeck (2017). The mean extrinsic academic motivation was higher in junior and senior high school students than that in primary school students, which agrees with the results obtained by Dekker & Fischer (2008). The decline in intrinsic motivation can be due to teachers’ lack of attention to individual’s progress (Pintrich and Schunk, 2002), primary schools’ scoring system and formal and cold conditions (Santrock, 2008), parents’ lack of involvement in children’s assignments (Spera, 2005), and puberty-induced physical and psychological changes in adolescence (Martin and Steinbeck, 2017). Improving parents’ upbringing styles, psychological education and strengthening cognitive and social skills, more pleasant school atmosphere, and reasonable academic expectations of students can be helpful. The study recommendations include finding factors that reduce academic motivation and developing ways to improve motivation. Limitations included single sex participants and use of a questionnaire alone as the study tool. | ||
| کلیدواژه‌ها [English] | ||
| Academic achievement motivation, Intrinsic and extrinsic motivation, Different school levels | ||
|
سایر فایل های مرتبط با مقاله
|
||
| مراجع | ||
|
Areepattamannil, S. (2011). Academic self- concept, academic motivation, academic engagement, and academic achievement: a mixed methods study of Indian adolescents in canada and india, degree of Doctor of philosophy, Queen's university. Bahrani, M. (2009). Perusing the validity and stability of Harter's academic motivation scale. Journal of Psychological studies, 72 (5): 1-51. (Text in Persian) Bong, M. (2001). Between- and Within- domain relations of academic motivation among middle and high school students: self-efficacy, task- value, and achievement goals. Journal of educational psychology, 93(1): 23-34. Bugler, M., McGeown, S., & ST Clair-Thompson (2015). An investigation of gender and age differences in academic motivation and classroom behaviour in adolescents. Educational Psychology, (Online) Journal homepage: http://www.tandfonline.com/loi/cedp20. Chowdhury, mohammad s.and shahabuddin a.m (2007). self- efficacy, motivation and their relationship to academic performance of Bangladesh college students, college Quarterly, 10 (1):1-9. Clark, M. H., & Schroth, C. A. (2010). Examining relationships between academic motivation and personality among college students, Jornal of learning and individual differences, 20,19-24. Darzi, A. (2011). The perusing of social skills and academic achievement motivation in girl and boy students of high school. Dissertation of master degree, Alzahra University. (Text in Persian) Dekker, S., & Fischer, R. (2008). Cultural differences in academic motivation goals: A meta analysis across 13 societies. The Journal of Educational Research, 102(2), 99108. Gambrell, L. B. (2011). Seven rules of engagement: What's most important to know about motivation to read. The Reading Teacher, 65(3): 172-178. Gottfried, A e, Fleming, J S , and Gottfried, A W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of educational psychology, 93(1): 3-13. Hakan, K. , Munire, E. (2014), Academic motivation: Gender, domain and grade differences. Procedia - Social and Behavioral Sciences 143 ( 2014 ) 708 – 715. www.sciencedirect.com Hasanzadeh, R. (2011). The research methods in behavioral sciences. Tenth edition, Tehran: Savalan. (Text in Persian) Hasanzadeh, R. (2003). The relationship between motivation, control resource, and academic achievement. Journal of Educational creativities, 2(1). (Text in Persian) Ilna.news visit at 2017/01/08 Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509–527. Kadivar, P. (2007). Learning psychology. first edition, Tehran: Samt. (Text in Persian) Kadivar, P. (2006). Educational psychology. Ninth edition, Tehran: Samt. (Text in Persian) Khayer, M.; Hossein chari, M.; & Bahrani, M. (2012). The relationship between mathematics self- efficacy orientations with motivation, emotions, and academic performance in students of guidance schools in Shiraz. Journal of Educational Psychology, 8(24): 143-166. (Text in Persian) Mahdavi, Gh., M; Khosravi, M.; & Najafi, M. (2012). The relation between test anxiety, perfectionism, and achievement motivation with academic achievement, Journal of New toughs on education, 3(8): 31-50. (Text in Persian) Mansfield, C. F., & Wosnitza, M. (2010). Motivation goals during adolescence: A cross-sectional perspective. Issues in Educational Research, 20, 149–165. Martin, A. J. (2005). Exploring the effects of a youth enrichment program on academicmotivation and engagement. Social Psychology of Education, 8, 179–206. Martin, A., J. & Steinbeck, K. (2017), The role of puberty in students' academic motivation and achievement. Learning and Individual Differences 53 (2017) 37–46. Motari, M.J., Too, J.,& Simiyu, C. (2015). Effect of student's age on academic motivation and academic performance among high school students in Kenya. Asian journal of education and e- learning, 3(5). Najafi, M.; Dehshiri, Gh.; Mohammadi far, M.; Dabiri, S. & Jafari, N. (2015). The role of family efficacy, self esteem, self efficacy, and personality in predicting academic achievement motivation. Journal of New toughs on education, 5 (20): 9-31. (Text in Persian) Noohi, S.; Hosseini, M.; Rokhsarizadeh, H.; Saboory, A. & Alishiri, GH. (2012). Perusing achievement motivation and its relation with academic success in medical, nursing and medical services students of Baghiatollah Medical sciences University, Journal of soldier Medicine, 3 (14):200- 204. (Text in Persian) Lepper, M R., Henderlong corpus, J S., Iyengar, Sh (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age Differences and Academic correlates. Jornal of educational psychology, , 97(2): 184-196. Parsons, R. ; Hinson, S. L.; Sardo, B. D (2001). Educational Psychology. Translated by Asadzadeh, H. & Eskandari, H. (2006), Fist edition, Tehran: Abed. . (Text in Persian) Pintrich, P., schunk, D. H (2002). Motivation in education. Translated by Shahraray, M. (2011). Second edition, Tehran; Elm. . (Text in Persian) Raheb, Gh. (2010). Educational pattern for learning motivation. First edition, Tehran: Olum behzisti va tavanbakhshi University. (Text in Persian) Samanketab.roshdmag.ir visit at 2017/01/10 Santrock, J., W. (2008). Educational psychology. Translated by Saeedi, Sh.; Araghchi, M.; & Daneshfar, H. (2008), first edition, Tehran: Rasa. (Text in Persian) Seif, A. (2009). New Educational Psychology. Sixth edition, Tehran: Doran. (Text in Persian) Shekari Kashani, Z.; Ebrahim Damavandi, M.; & Karami Gazafi, A. (2010). The effect of mastery learning on attitude, performance, and intrinsic motivation in girl high school students in learning of chemistry. Journal of New toughs on education, 2 (6): 155-171. (Text in Persian) Shekhar, C, Devi, R (2012). Achievement motivation across gender and different academic majors, Journal of Educational and Developmental psychology, 2(2): 105-109. Spera, Ch (2005). A review of the relationship among parenting practices, parenting styles, and adolescent school achievement. Educational psychology review, 17 (2): 125-146. Tamannaee far, M. & Gandomi, Z. (2011). The relationship between achievement motivation and academic achievement in students. Journal of The Strategies of learning, 4(1): 15-19. . (Text in Persian) Yoosefi, A.; Ghasemi, GH. & Firooznia, S. (2009). The relationship between academic motivation with academic achievement in medicine student in Esfahan Medical University. Iranian Journal of Education in medical sciences, 1 (9). (Text in Persian) | ||
|
آمار تعداد مشاهده مقاله: 619 تعداد دریافت فایل اصل مقاله: 611 |
||
