تیپ‌‌‌‌شناسی جهت گیری اهداف پیشرفت دانش‌آموزان: مقایسه تکمیل تکلیف و رفتارهای پیشرفت

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشیار، گروه علوم تربیتی، دانشگاه ادبیات و علوم انسانی، دانشگاه قم، قم، ایران.

2 کارشناسی ارشد مشاوره مدرسه، گروه مشاوره، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، کرج، ایران

3 دکتری مشاوره خانواده، گروه مشاوره، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، کرج، ایران

4 دکتری روانشناسی تربیتی، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه خوارزمی، کرج، ایران

10.22091/jrim.2025.12535.1234

چکیده

عوامل زیادی مثل انگیزش و تکمیل تکلیف 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 تکمیل تکلیف و رفتارهای پیشرفت با توجه به این نیم‌رخ‌ها انجام‌گرفته است. این پژوهش یک مطالعه توصیفی- علی مقایسه‌ای است. تعداد 221 نفر دانش‌آموز مقطع متوسطه دوره دوم مقیاس جهت‌گیری اهداف پیشرفت الیوت و مک گرگور و رفتارهای پیشرفت را تکمیل نمودند و معلمان میزان تکمیل تکلیف را مشخص کردند. برای تحلیل داده‌ها با استفاده از نرم‌افزار SPSS از روش تحلیل خوشه‌ای و تحلیل واریانس چند متغیری و آزمون خی دو بهره گرفته شد. بر اساس نتایج حاصل از تحلیل خوشه‌ای، چهار خوشه انگیزش برای دانش‌آموزان به دست آمد: 2/14 درصد در خوشه‌ بی‌انگیزشی، 6/27 درصد در خوشه‌ انگیزش سه‌گانه، 19 درصد در خوشه‌ تبحرگرا-عملکردگرا و 3/39 درصد خوشه‌ انگیزش چندگانه قرار گرفتند. تکمیل تکلیف و رفتارهای پیشرفت خوشه‌ بی­انگیزشی، 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.

تازه های تحقیق

هدف این مطالعه تعیین نیم‌رخ‌های انگیزشی دانش‌آموزان و مقایسه نیم‌رخ‌های انگیزشی ازلحاظ پیشرفت تحصیلی و رضایت تحصیلی آن‌ها بود. یکی از نتایج این پژوهش طبقه‌بندی دانش‌آموزان به چهار گروه متمایز از همدیگر با استفاده از روش تحلیل خوشه‌ای است. نخستین خوشه، دانش‌آموزان خوشه‌ بی­انگیزشی بودند. خوشه یا گروه دوم در جهت‌گیری تبحرگرایی عملکردگرایی و تبحرگریزی بالابودند که انگیزش سه‌گانه نام گرفتند. خوشه‌ سوم در عملکردگرایی و تبحرگرایی نمرات بالاتری داشتند که برچسب تبحرگرا-عملکردگرا اختصاص داده شد. بالاخره گروه چهارم در همه جهت‌گیرهای هدف پیشرفت بالا داشتند و این گروه با عنوان خوشه‌ انگیزش چندگانه نام‌گذاری شد. نتایج نشان داد که دانش‌آموزان خوشه‌ انگیزش چندگانه دارای بیشترین فراوانی است.

نتایج دیگر این پژوهش نشان داد که دانش‌آموزان خوشه اهداف انگیزشی چندگانه و خوشه انگیزش سه‌گانه در مقایسه با دو خوشه دیگر یعنی خوشه‌های بی‌انگیزشی و خوشه‌ تبحرگرا-عملکردگرا رفتارهای پیشرفت بیشتری را تجربه می‌کنند. همچنین خوشه‌ بی­انگیزشی کمترین خودکارآمدی تحصیلی را نسبت به سه خوشه‌ دیگر به دست می­آورند. به‌عبارت‌دیگر دانش‌آموزانی که هم‌زمان در مدرسه جهت‌گیری‌های انگیزشی متفاوتی مثل یادگیری مطالب جدید، عملکرد بهتر نسبت به دیگران، نگرانی از عدم یادگیری مطالب جدید و درعین‌حال نگرانی از ضعیف عمل کردن را داشتند چنین دانش‌آموزانی در مدرسه پرکار هستند و درنتیجه رفتارهای پیشرفت بیشتری دارند و در تکالیف انجام تکالیف خود بیشتر پیش‌قدم (رفتار انتخاب) می‌شوند، در تکالیف تلاش و پایداری بیشتری دارند و رفته‌رفته به خودکارآمدی آنان در اثر کار زیاد افزوده می‌شود و همچنین این دانش‌آموزان نسبت به تکالیف مدرسه کمتر دچار حالت بی‌تفاوتی می‌شوند 

کلیدواژه‌ها


عنوان مقاله [English]

Profiles of Student’s Goal Orientation: Comparing Task Completion and Achievement Behaviors

نویسندگان [English]

  • Abbas Habibzade 1
  • Elham Shahab 2
  • Arman Salimi koochi 3
  • Mohammad Setayeshi Azhari 4
1 Department of Education, Faculity of Human Sciences, University of Qom, Qom, Iran
2 Department of Counselling, Faculty of Psychology and Education, Kharazmi University, Karaj. Iran
3 Deprtment of Counselling, Faculty of Psychology and Education, Kharazmi University, Karaj, Iran
4 Depatment of Counselling, Faculty of Psychology and Education, Kharazmi University, Karaj, Iran
چکیده [English]

Different factors such as motivation and task completion can affect the students learning activity. Therefore, educational researches have shown that motivation is one of the essential factors for the improvement of student performances. Using a person-oriented approach, the present study aimed to determine the motivational profiles (clusters) of students and to compare their task completion and achievement behaviors considering these profiles. This study was conducted with a comparative-descriptive method. The participants were 221 high school students of grades eight and nine who completed the Achievement Goal Questionnaire, Achievement Behaviors Questionnaire and Task Completion reported by teachers. The criterion for Task Completion was students’ total average in the Last year. The methods of cluster analysis, chi square and analysis of variances were used for data analysis using SPSS software. Cluster analysis revealed four motivational profiles for the students: 14.2% of the subjects were placed in the without motivation cluster, 27.6% were placed in the triple motivation cluster, 19% were placed in the mastery goal orientation- performance goal orientation, and 39.3% were placed in multiple motivation cluster. The Task Completion and achievement behaviors of without motivation cluster was lower than the other clusters (p<0.001). The findings of this study will help those involved in the area of Education make effective attempts by planning helpful educational program, so They can promote the students’ learning motivations, during the academic years.

کلیدواژه‌ها [English]

  • task completion
  • achievement behaviors
  • motivational profiles
  • cluster analysis
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