پیوندهای مفید
آمار
| تعداد نشریات | 25 |
| تعداد شمارهها | 499 |
| تعداد مقالات | 3,882 |
| تعداد مشاهده مقاله | 5,925,538 |
| تعداد دریافت فایل اصل مقاله | 2,833,530 |
تعیینگرهای انگیزش ریاضی در دانشآموزان: نقش پیوند با مدرسه و خود-کارآمدی تحصیلی | ||
| مطالعات آموزشی و آموزشگاهی | ||
| مقاله 6، دوره 13، شماره 2 - شماره پیاپی 39، مرداد 1403، صفحه 91-102 اصل مقاله (463.09 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/pma.2024.3653 | ||
| نویسندگان | ||
| محمد ستایشی اظهری* 1؛ حسین رئیسی2؛ سیف اله فضل الهی3؛ ایمان آذرینوش4 | ||
| 1دانشجو دکتری روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه خوارزمی تهران، تهران، ایران | ||
| 2گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران اهواز، خوزستان، ایران | ||
| 3گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه ازاد اسلامی واحد قم، قم، ایران | ||
| 4گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه پیام نورجنوب تهران، تهران، ایران | ||
| چکیده | ||
| هدف پژوهش حاضر آزمون رابطه ساختاری پیوند با مدرسه، خود-کارآمدی تحصیلی و انگیزش ریاضی در دانشآموزان بود. شرکتکنندگان پژوهش 159 دانشآموز پسر و دختر پایه چهارم، پنجم و ششم دبستان بودند که به روش نمونهگیری تصادفی خوشهای چندمرحلهای انتخاب شدند. ابزار اندازهگیری پژوهش شامل مقیاس پیوند با مدرسه، پرسشنامه خود-کارآمدی تحصیلی و پرسشنامه انگیزش ریاضی کودکان دبستانی بود. آزمون مسیرهای مستقیم و غیرمستقیم مدل پژوهش، به ترتیب، با استفاده از روشهای مدل معادلات ساختاری و بوت استرپ انجام گرفت. یافتهها نشان داد که پیوند با مدرسه و خود-کارآمدی تحصیلی، پیشایندهای انگیزش ریاضی در دانشآموزان هستند (05/0p<). همچنین، یافتهها نشان داد که خود-کارآمدی تحهدف پژوهش حاضر آزمون رابطه ساختاری پیوند با مدرسه، خود-کارآمدی تحصیلی و انگیزش ریاضی در دانشآموزان بود. شرکتکنندگان پژوهش 159 دانشآموز پسر و دختر پایه چهارم، پنجم و ششم دبستان بودند که به روش نمونهگیری تصادفی خوشهای چندمرحلهای انتخاب شدند. ابزار اندازهگیری پژوهش شامل مقیاس پیوند با مدرسه، پرسشنامه خود-کارآمدی تحصیلی و پرسشنامه انگیزش ریاضی کودکان دبستانی بود. آزمون مسیرهای مستقیم و غیرمستقیم مدل پژوهش، به ترتیب، با استفاده از روشهای مدل معادلات ساختاری و بوت استرپ انجام گرفت. یافتهها نشان داد که پیوند با مدرسه و خود-کارآمدی تحصیلی، پیشایندهای انگیزش ریاضی در دانشآموزان هستند (05/0p<). همچنین، یافتهها نشان داد که خود-کارآمدی تحصیلی میانجیگر معنیدار رابطه پیوند با مدرسه به انگیزش ریاضی است. یافتههای این پژوهش میتواند برای مشاوران مدارس، روانشناسان تربیتی و معلمان در کاهش مشکلات انگیزشی در خصوص درس ریاضی کمککننده باشد. | ||
| کلیدواژهها | ||
| انگیزش ریاضی؛ پیوند با مدرسه؛ خود-کارآمدی تحصیلی؛ دانش اموزان ابتدایی | ||
| عنوان مقاله [English] | ||
| The Determinants of Math Motivation in Students: The Contribution of School Bonding and Academic Self-efficacy | ||
| نویسندگان [English] | ||
| mohammad setayeshi azhari1؛ Hossein Raisi2؛ saifallah fazlolahi3؛ iman azarnosh4 | ||
| 1Ph.D student of educational psychology,, faculty of Education& Psychology,, Kharazmi University, Tehran, Iran | ||
| 2Psychology Department, Education& Psychology Department, Shahid Chamran University, Khozestan, Iran | ||
| 3ٍEducation Department, faculty of Human sciences, IUA, Qom, Iran | ||
| 4Psychology Department, Education and Psychology Department, PNU, Tehran, Iran | ||
| چکیده [English] | ||
| The aim of current study was to examine the structural relationship of school bonding, academic self-efficacy and math motivation in students. The participants included 159 forth, fifth and sixth grade elementary school male and female students that were chose by multistage cluster sampling method. School Bonding Scale, Student Efficacy Scale and Primary School Mathematics Motivation Scale were administered. Structural Equation Modeling (SEM) and Bootstrap tests were conducted to explore direct and indirect pathways of study’s model respectively. Results showed that school bonding and academic self-efficacy are antecedents of math motivation in students. In addition, the results indicated that academic self-efficacy has a significant mediating role on the relationship between school bonding and math motivation (p<0.05). The findings of this study could help school counselors, education psychologist, and teachers to reduce student’s math motivation problems. | ||
| کلیدواژهها [English] | ||
| Math motivation, school bonding, academic self-efficacy, Elementary school | ||
| مراجع | ||
|
Anderman, L. H. (2010). Academic and social perceptions as predictors of change in middle school students’ sense of school belonging. Journal of Experimental Education, 72, 5-22. https://doi.org/10.1080/00220970309600877
Anderman, L. H., & Freeman, T. M. (2004). Students’ sense of belonging in school. In P. R. Pintrich & M. L. Maehr (Eds.), Advances in motivation and achievement: Vol 13. Motivating students, improving schools: the legacy of Carol Midgley (pp. 27–63). Amsterdam: Elsevier. https://doi.org/10.4236/etsn.2019.81001
Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: Freeman.
Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1–43). Greenwich, CT: Information Age Publishing.
Bryan, J., Moore‐Thomas, C., Gaenzle, S., Kim, J., Lin, C. H., & Na, G. (2012). The effects of school bonding on high school seniors’ academic achievement. Journal of Counseling & Development, 90(4), 467–480. https://doi.org/10.1002/j.1556-6676.2012.00058.x
Collins, J. (1982). Self-efficacy and ability in achievement behavior. Paper presented at the meeting of the American Educational Research Association: New York.
Ersoy, E., & Oksuz, C. (2015). Primary school mathematics motivation scale. European Scientific Journal, ESJ, 11(16). https://eujournal.org/index.php/esj/article/view/5853
Farrell, L., Fry, T. R., & Risse, L. (2016). The significance of financial self-efficacy in explaining women’s personal finance behaviour. Journal of Economic Psychology, 54, 85–99. https://doi.org/10.1016/j.joep.2015.07.001
Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and college levels. The Journal of Experimental Education, 75, 203–220. https://doi.org/10.3200/JEXE.75.3.203-220
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P. H., & Guerin, D. W. (2007). Multivariate latent change modeling of developmental decline in academic intrinsic math motivation and achievement: Childhood through adolescence. International Journal of Behavioral Development, 31(4), 317–327. https://doi.org/10.1177/0165025407077752
Häfner, I., Flunger, B., Dicke, A.-L., Gaspard, H., Brisson, B. M., & et al. (2017). Robin Hood effects on motivation in math: Family interest moderates the effects of relevance interventions. Developmental Psychology, 53(8), 1522–1539. https://doi.org/10.1037/dev0000337
Hashemi, T., Vahedi, S., & Mohebbi, M. (2016). The Structural Relationship of School and Parental Bonding with Academic Satisfaction and Academic Control: The Mediating Role of Academic Self-efficacy. Biquarterly Journal of Cognitive Strategies in Learning, 3(5), 1-20. [In Persian] https://asj.basu.ac.ir/article_1357.html
Hirao, K. (2011). Validation of a new conceptual model of school connectedness and its assessment measure. A Dissertation of the Degree of Doctor of Philosophy in Social Work, University of Connecticut.
Hirschi, T. (1969). Causes of delinquency. University of California Press: Berkeley.
Huang, C. (2016). Achievement goals and self-efficacy: A meta-analysis. Educational Research Review, 19, 119–137. https://doi.org/10.1016/j.edurev.2016.07.002
Jinks, J. & Morgan, V. (1999). Children’s perceived academic self-efficacy: An inventory scale. The Clearing House, 72(4), 224–230. https://doi.org/10.1080/00098659909599398
KarimZade, M., & Mohseni, N. (2006). Female Academic Self-Efficacy and Academic Achievement. Women's Studies Sociological and Psychological, 4(2), 29-45. [In Persian] https://doi.org/10.22051/jwsps.2006.1269
Kia-Keating, M., & Ellis, B. H. (2007). Belonging and connection to school in resettlement: Young refugees, school belonging, and psychosocial adjustment. Clinical Child Psychology and Psychiatry, 12(1), 29–43. https://doi.org/10.1177/1359104507071052
Kim, J. H., Park, H. J., Kim, J. H., Chung, S., & Hong, H. J. (2017). Psychometric properties of the Korean version of the infertility self-efficacy scale. Asian Nursing Research, 11(3), 159–165. https://doi.org/10.1016/j.anr.2017.06.002
Maddox, S. J., & Prinz, R. J. (2003). School bonding in children and adolescents: Conceptualization, assessment, and associated variables. Clinical child and family psychology review, 6(1), 31–49. https://doi.org/10.1023/A:1022214022478
McCormick, M. P., O'Connor, E. E., Cappella, E., & McClowry, S. G. (2013). Teacher–child relationships and academic achievement: A multilevel propensity score model approach. Journal of School Psychology, 51(5), 611–624. https://doi.org/10.1016/j.jsp.2013.05.001
Moeller, J., Salmela-Aro, K., Lavonen, J., & Schneider, B. (2014). Does anxiety in science classrooms impair math and science motivation? International Journal of Gender, Science and Technology, 7(2), 230–254. http://genderandset.open.ac.uk/index.php/genderandset/article/view/398/685
Morita, Y. (1991). Sociological understanding of nonattendance. Tokyo: Gakubunsha
Pintrich, P. R., & Schrauben, B. (1992). Students’ motivational beliefs and their cognitive engagement in classroom academic tasks. Student perceptions in the classroom, 7, 149–183. https://doi.org/10.1080/00207590500411179
Rezaei Sharif, A., Hejazi, E., Gazi Tabatabaei, M., & Ejei, J. (2014). Developing and preparation of school bonding questionnaire (SBQ) in students. Journal of School Psychology, 3(1), 55-67. [In Persian] https://doi.org/jsp-3-1-93-3-4
Sahaghi, H., Alipour Birgani, S., Mohammadi, A., & Jelodari, A. (2015). The relationship between sense of belonging to school and educational joy with academic self-efficacy in male high school students of Ahvaz. International Journal of Language and Applied Linguistics World, 8(2), 64–72. [In Persian] Setayeshi, M., Mohebbi, M., & Jafariharandi, R. (2019). Comparing school bonding in different motivational profile in students: a person-centered analysis. Teaching and Learning Research, 16(1), 111-122. [In Persian] https://doi.org/10.22070/tlr.2019.3008
Setiawan, J. L. (2014). Examining entrepreneurial self-efficacy among students. Procedia-social and behavioral sciences, 115, 235–242. https://doi.org/10.1016/j.sbspro.2014.02.431
Skaalvik, M. E., Federici, R. A., & Klassen, R. M. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129–136. https://doi.org/10.1016/j.ijer.2015.06.008
Stevens, T., Olivarez, A., Lan, W. Y., & Tallent-Runnels, M. K. (2004). Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity. The Journal of Educational Research, 97(4), 208–221. https://doi.org/10.3200/JOER.97.4.208-222
Tams, S., Thatcher, J. B., & Craig, K. (2017). How and why trust matters in post-adoptive usage: The mediating roles of internal and external self-efficacy. The Journal of Strategic Information Systems. https://doi.org/10.1016/j.jsis.2017.07.004
Teoha, S. H., Koob, A. C., & Singha, P. (2010). Extracting factors for students’ motivation in studying mathematics. International Journal of Mathematical Education in Science and Technology, 41(6), 711–724. . https://doi.org/10.1080/00207391003675190
Vieno, A., Santinello, M., Pastore, M., & Perkins, D. D. (2007). Social support, sense of community in school, and self-efficacy as resources during early adolescence: An integrative model. American Journal of Community Psychology, 39(1-2), 90–177. https://doi.org/10.1007/s10464-007-9095-2
Wang, Z., Lukowski, S. L., Hart, S. A., Lyons, I. M., Thompson, L. A., Kovas, Y., Mazzocco, M. M. M., Plomin, R., & Petrill, S. A. (2015). Is Math Anxiety Always Bad for Math Learning? The Role of Math Motivation. Psychological Science, 26(12), 1863-1876. https://doi.org/10.1177/0956797615602471 | ||
|
آمار تعداد مشاهده مقاله: 487 تعداد دریافت فایل اصل مقاله: 320 |
||