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بررسی تاثیر انگیزش تحصیلی درونی و بیرونی بر عملکرد دانشجویان رشته آموزش ابتدایی دانشگاه فرهنگیان در درس ریاضیات پایه | ||
| پژوهش در مطالعات برنامه درسی تربیت معلم | ||
| دوره 5، شماره 2 - شماره پیاپی 9، اسفند 1404، صفحه 1-10 اصل مقاله (716.46 K) | ||
| نوع مقاله: مقاله پژوهشی | ||
| شناسه دیجیتال (DOI): 10.48310/jcdr.2025.18748.1144 | ||
| نویسندگان | ||
| محمد علیزاده جمال* 1؛ علی حمیدی2 | ||
| 1گروه آموزش ریاضی، دانشکده علوم پایه، دانشگاه فرهنگیان، تهران، ایران | ||
| 2گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه فرهنگیان، تهران، ایران | ||
| چکیده | ||
| پیشینه و اهداف: پژوهش حاضر با هدف بررسی تأثیر انگیزش تحصیلی درونی و بیرونی بر عملکرد دانشجویان رشته آموزش ابتدایی در درس ریاضیات پایه انجام شد. این پژوهش از نظر هدف کاربردی و از نظر روششناسی از نوع مطالعات همبستگی است. روشها: جامعة آماری پژوهش شامل کلیة دانشجویان آموزش ابتدایی دانشگاه فرهنگیان خراسان شمالی در مقطع کارشناسی بود (1200 نفر)، که از میان آنها نمونهای به حجم 348 نفر به روش تصادفی ساده انتخاب شد. دادهها با استفاده از پرسشنامة انگیزش تحصیلی AMS (با روایی و پایایی تأییدشده) و آزمون استاندارد عملکرد تحصیلی گردآوری شدهاند. یافتهها: نتایج نشان داد که بین تمامی ابعاد انگیزش درونی (دانستن، دستاورد، تجربه) و عملکرد تحصیلی در درس ریاضیات همبستگی مثبت و معناداری وجود دارد. همچنین، برخی ابعاد انگیزش بیرونی مانند “منسجم” و “درونفکنی” نیز نقش تأثیرگذاری، هرچند کمتر از انگیزش درونی، بر عملکرد تحصیلی داشتند. نتیجهگیری: به طور کلی، یافتههای پژوهش حاکی از آن است که تقویت انگیزش درونی دانشجویان، به ویژه انگیزه برای یادگیری و کسب دانش، میتواند به بهبود عملکرد تحصیلی آنان در درس ریاضیات کمک شایانی کند. این یافتهها میتواند پایهگذار برنامههای آموزشی و استراتژیهای تدریس مؤثّری باشد که به تقویت هر دو نوع انگیزش در دانشجویان کمک کند. | ||
| کلیدواژهها | ||
| آموزش ابتدایی؛ انگیزش بیرونی؛ انگیزش درونی؛ عملکرد تحصیلی؛ ریاضیات پایه | ||
| عنوان مقاله [English] | ||
| Investigating the effect of intrinsic and extrinsic academic motivation on the performance of elementary education students at Farhangian University in basic mathematics | ||
| نویسندگان [English] | ||
| Mohammad Alizadehjamal1؛ Ali Hamidi2 | ||
| 1Department of Mathematics Education, Faculty of Basic Sciences, Farhangian University, Tehran, Iran | ||
| 2Department of Educational Sciences, Faculty of Humanities, Farhangian University, Tehran, Iran | ||
| چکیده [English] | ||
| Background and Objectives: The present study aimed to explore the effects of intrinsic and extrinsic academic motivation on the performance of elementary education students in basic mathematics. This research was applied in terms of purpose and was a correlational study in terms of methodology. Methods: The statistical population of the study included all undergraduate elementary education students at Farhangian University of North Khorasan (1200 individuals), from which a sample of 348 participants was selected using a simple random sampling method. Data were collected via the Academic Motivation Questionnaire (with confirmed validity and reliability) and the Standard Academic Performance Test. Findings: The results indicated that there was a positive and significant correlation between all dimensions of intrinsic motivation (knowledge, achievement, experience) and academic performance in mathematics. Additionally, some dimensions of extrinsic motivation, such as "coherence" and "introjection," also played a role, albeit with less influence than intrinsic motivation, on academic performance. Conclusion: Overall, the research findings suggest that enhancing students' intrinsic motivation, particularly the desire to learn and acquire knowledge, can significantly improve their academic performance in mathematics. These findings may serve as a foundation for effective educational programs and teaching strategies that aim to strengthen both types of motivation in students. | ||
| کلیدواژهها [English] | ||
| Primary education, extrinsic motivation, intrinsic motivation, academic performance, basic mathematics | ||
| مراجع | ||
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