آمار

تعداد نشریات24
تعداد شماره‌ها457
تعداد مقالات3,546
تعداد مشاهده مقاله5,140,971
تعداد دریافت فایل اصل مقاله2,326,233
ذوالفقاری, حسین. (1401). پیش‌بینی انگیزش تحصیلی (اُلگوی MUSIC) دانشجویان آموزش از راه دور بر اساس عوامل بزرگ شخصیتی. نظریه و عمل در تربیت معلمان, 11(2), 325-352.
حسین ذوالفقاری. "پیش‌بینی انگیزش تحصیلی (اُلگوی MUSIC) دانشجویان آموزش از راه دور بر اساس عوامل بزرگ شخصیتی". نظریه و عمل در تربیت معلمان, 11, 2, 1401, 325-352.
ذوالفقاری, حسین. (1401). 'پیش‌بینی انگیزش تحصیلی (اُلگوی MUSIC) دانشجویان آموزش از راه دور بر اساس عوامل بزرگ شخصیتی', نظریه و عمل در تربیت معلمان, 11(2), pp. 325-352.
ذوالفقاری, حسین. پیش‌بینی انگیزش تحصیلی (اُلگوی MUSIC) دانشجویان آموزش از راه دور بر اساس عوامل بزرگ شخصیتی. نظریه و عمل در تربیت معلمان, 1401; 11(2): 325-352.

پیش‌بینی انگیزش تحصیلی (اُلگوی MUSIC) دانشجویان آموزش از راه دور بر اساس عوامل بزرگ شخصیتی

مطالعات آموزشی و آموزشگاهی
دوره 11، شماره 2 - شماره پیاپی 31، تیر 1401، صفحه 325-352    اصل مقاله (2.6 M)
نوع مقاله: مقاله پژوهشی
نویسنده
حسین ذوالفقاری*
استادیار، گروه علوم تربیتی، دانشگاه پیام نور، تهران، ایران
چکیده
هدف اصلی این پژوهش عبارت بود از بررسی ارتباط بین «پنج عامل بزرگ شخصیتی» و مؤلفه­های اُلگوی MUSIC دربارۀ انگیزش تحصیلی (MAMM). برای به دست آوردن داده­ها زمینه­یابی با استفاده از دو ابزار انجام شد. «پرسشنامۀ پنج بزرگ» (BFI)، که صفات شخصیتی پنجگانة دانشجویان را اندازه­گیری می‌کرد، «پرسشنامۀ اُلگوی MUSIC در زمینۀ انگیزش تحصیلی» (MAMMI) که باورهای انگیزشی دانشجویان را اندازه می­گرفت. داده­های با استفاده 300 دانشجوی رشتۀ آموزش از راه دور در دانشگاه­های استان همدان به دست آمده است. تحلیل عامل اکتشافی و تحلیل عامل تأییدی با استفاده از مدل­یابی معادلات ساختاری به انجام رسید تا به این پرسش پاسخ داده شود: «تا چه اندازه عوامل بزرگ شخصیتی FFM به مؤلفه­های MAMM مرتبط هستند»؟ مدل­های اندازه­گیری برای هر دو متغیر دارای برازش مناسب بود. همچنین، چندین مسیر ساختاری معنادار نیز به دست آمدند: تجربه­پذیری و وجدانی‌بودن دارای اثری منفی و معنادار بر توانمندسازی بودند، در حالی که برونگردی دارای اثری مثبت و معنادار بر توانمندسازی، سودمندی، و علاقه­مندی بود. علاوه بر این، دلپذیری اثری مثبت و معنادار بر سودمندی، موفقیت، علاقه­مندی، و مراقبت بود. در نهایت، روان­آزردگی­گرایی اثری منفی بر موفقیت نشان داد. یافته­های پژوهش نشان داد عوامل شخصیتی قادر به پیش­بینی انگیزش تحصیلی دانشجویان هستند. نتایج این پژوهش می­تواند شواهدی را در زمینۀ اینکه آیا صفات شخصیتی دانشجویان بر انگیزۀ تحصیلی آن­ها اثر دارد یا خیر را ارائه ­دهد.
کلیدواژه‌ها
توانمندسازی؛ سودمندی؛ علاقه‌مندی؛ عوامل بزرگ شخصیتی؛ مراقبت؛ موفقیت
عنوان مقاله [English]
Prediction of Academic Motivation (MUSIC Model) of Distance Education Students based on the Big Five Personality Dimensions
نویسندگان [English]
Hossein Zolfaghari
Assistant Professor, Department of Educational Science, Payame Noor University, Tehran, Iran
چکیده [English]
Scholars have long been interested in the complex relationships between personality and motivation. However, much of their understanding has been limited to The Big Five personality factors, and a proliferation of motivation constructs emanating from a large number of different theories and sub-theories. This study adds to the body of personality psychology and motivation science literature by examining the relationships between The Big Five personality factors and The MUSICSM Model of Academic Motivation (MMAM) components. The MMAM is comprised of five components that summarize the many instructional implications derived from motivation theories and research to provide instructors with a holistic, conceptual understanding of them. The results of this study may provide evidence as to whether or not the personality traits of college students influence their academic motivation beliefs. To obtain data, I surveyed college students using two self-report instruments. The first instrument, the Big Five Inventory (BFI), measured college students on The Big Five personality factors. The second instrument, the MUSIC Model of Academic Motivation Inventory (MMAMI), measured the academic motivation beliefs of college students as related to the MMAM. Data were obtained from 305 college students at a single university in southwest Virginia enrolled in an online course. Exploratory Factory Analysis and Confirmatory Factor Analysis using Structural Equation Modeling were used to answer the following research question: To what extent do the Five Factor Model factors relate to the MMAM components? Due to the lack of substantiated knowledge regarding the relationships between The Big Five personality factors and the MMAM components, specific hypotheses were not generated. The measurement models for the Big Five personality factors and the MMAM fit well. However, the structural model, in which the Big Five factors were modeled to predict the MMAM components, did not adequately fit the data for these college students. Yet, there were a number of significant pathways between The Big Five personality factors and the MMAM components. Openness and Conscientiousness had a significant, negative impact on Empowerment, while Extraversion had a significant, positive impact on eMpowerment, Usefulness, and Interest. Additionally, Agreeableness had a significant, positive impact on Usefulness, Success, Interest, and Caring, while Neuroticism had a significant, negative impact on Success. Findings indicated that personality factors can relate to or predict academic motivation. In other words, students’ academic motivation beliefs are, to a certain degree, influenced by some of their personality traits, and these differences in traits may manifest themselves in the classroom. In the future, researchers could examine the extent to which students with different personality traits display varying preferences as to the types of pedagogical methods or strategies that motivate them academically.
کلیدواژه‌ها [English]
Caring, Empowerment, Interest, Success, The Big Five, Usefulness
مراجع

Ariani, D. W. (2013). Personality and learning motivation. European Journal of Business and Management, 5(10), 26-38.

Barrick, M. R., & Mount, M. K. (1996). Effects of impression management and self-deception on the predictive validity of personality constructs. Applied Psychology, 81, 261-272.

Brookhart, S. (2010). How to assess higher-order thinking skills in your classroom. Alexandria, VA: Association of Supervision and Curriculum Development.

Casimiro, L., MacDonald, C. J., Thompson, T. L., & Stodel, E. J. (2009). Grounding theories of W (e) Learn: A framework for online interprofessional education. Interprof Care. 23(4), 390-400.

Clark, M. H., & Schroth, C. A. (2010). Examining the relationships between academic motivation and personality among college students. Learning and Individual Differences, 20, 19-24.

De Feyter, T., Caers, R., Vigna, C., & Berings, D. (2012). Unraveling the impact of the Big Five personality traits on academic performance: The moderating and mediating effects of self-efficacy and academic motivation. Learning and Individual Differences, 22(4), 439-448.

De Guzman, I. N., Calderon, A., & Cassaretto, M. (2003). Personality and academic achievement in university students. Revista de Psicologia, 21, 119-143.

De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10, 303-336.

Einarson, E., Moen, A., Kolberg, R., Flingtorp, G., Linnerud, E. (2009). Interactive eLearning - a safe place to practice. Stud Health Technol Inform. 146: 841

Finn, J. D., & Zimmer, K. S. (2012). Student engagement: What is it? Why does it matter? In S. L. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 97 – 131). New York: Springer.

Frith, K. H., Kee, C. C. (2003). The effect of communication on nursing student outcomes in a Web-based course. Nurs Educ,42(8), 350-358.

Furnham, A., Eracleous, A., & Chamorro-Premuzic, T. (2009). Personality, motivation and job satisfaction: Hertzberg meets The Big Five. Managerial Psychology, 24(8) 765-779.

Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4, 26-42.

Graham, S., & Weiner, B. (1996). Theorie and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 63-84). New York: Simon and Schuster Macmillan.

Guskey, T. R. (2010, October). Lessons of mastery learning. Educational Leadership, 68(2), 53–57.

Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC Model of Academic motivation. Teaching and Learning in Higher Education, 21(2), 272-285.

Jones, B. D. (2015). User guide for assessing the components of the MUSICSM Model of Motivation. Retrieved from http://www.theMUSICmodel.com

Jöreskog, K. G., & Sörbom, D. (1993). LISREL 8: Structural equation modeling with the SIMPLIS command language. Hillsdale, NJ: Lawrence Erlbaum.

Judge, T. A. and Ilies, R. (2002), Relationship of personality to performance motivation: a meta analytic review. Journal of Applied Psychology, 87: 797-807, Available from: http://www.ncbi.nlm.nih.gov.

Kaplan, A., & Maehr, M. L. (2007). The contributions and prospects of goal orientation theory. Educational Psychology Review, 19, 141-181.

Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford Publications

Komarraju, M., & Karau, S. J. (2005). The relationship between the Big Five personality traits and academic motivation. Personality and Individual Differences, 39, 557-567.

Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009). Role of the Big Five personality traits in predicting college students’ academic motivation and achievement. Learning and Individual Differences, 19(1), 47-52.

Köseoğlu, Y. (2014). Academic motivation and the big five. Emerging Trends in Educational Research and Policy Studies, 5(3), 344-351.

McCrae, R. R., & John, O. P. (1992). An introduction to the five-factor model and its applications. Personality, 60, 175-215.

McCrae. R. R., & Costa, P. T., Jr. (1989). The structure of interpersonal traits: Wiggins’s circumplex and the five-factor model. Personality and Social Psychology, 56, 586-595.

Nachtigall, C., Kroehne, U., Funke, F., & Steyer, R. (2003). (Why) should we use SEM? Pros and cons of structural equation modeling. Methods of psychological research online, 8(2), 1-22.

Queen, B., & Lewis, L. (2011). Distance education courses for public elementary and secondary school students: 2009-10 (NCES 2012-009). U.S. Department of Education, National Center for Education Statistics.

Rajiah, K., Coumaravelou, S., & Ying, O. W. (2014). Relationship of test anxiety, psychological distress, and academic motivation among first year undergraduate pharmacy students. Applied Psychology, 4(2), 68-72.

Ross, S. R., Rausch, M. K., & Canada, K. E. (2003). Competition and cooperation in the five-factor model: Individual differences in achievement orientation. Psychology, 137, 323-337.

Schumacker, R. E., & Lomax, R. G. (2010). A beginners guide to structural equation modeling (3rd ed.). Hoboken: Taylor and Francis.

Srivastava, S. (2013). Measuring the Big Five Personality Factors. Retrieved from http://psdlab.uoregon.edu/bigfive.html.

Swanberg, A., & Martinsen, O. (2010). Personality, approaches to learning and achievement. Educational Psychology, 30(1), 75–88.

آمار
تعداد مشاهده مقاله: 393
تعداد دریافت فایل اصل مقاله: 383


سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب